Faculty & Staff
- Faculty Chief
- Program Director
- Core Faculty
- Visiting Faculty
- Neonatal Behavioral Observation (NBO) System Training Faculty
Ed Tronick is a developmental and clinical psychologist and is recognized internationally as a researcher on infants, children and parenting. Dr. Tronick is a University Distinguished Professor of Psychology at the University of Massachusetts Boston and Director of the Child Development Unit at Children’s Hospital, a Lecturer in Pediatrics, Harvard Medical School and an Associate Professor at both the Graduate School of Education and the School of Public Health at Harvard. He is a faculty member at the Fielding Graduate Institute, a member of the Boston Psychoanalytic Society and Institute, and a past member of Daniel Stern’s Boston Process of Change Group. With Dr. Kristie Brandt, he is co-director of the Napa Parent-Infant Mental Health Fellowship Program and he was a founder of the Touchpoints program. With Dr. TB Brazelton he co-developed Newborn Assessment Scale. Dr. Tronick developed the Still-Face Paradigm and with Dr. Barry Lester, the NICU Network Neurobehavioral Assessment Scale. He continues to do research on the effects of maternal depression and other affective disorders on infant and child social emotional development. His current research focuses on infant memory for stress and the effects of stress on health outcomes. He has published more than 200 scientific articles and 4 books, several hundred photographs and appeared on national radio and television programs. His research has been funded by NIDA, NICHD, NIMH, NSF and the McArthur Foundation. He has also served as a permanent member of an NIMH review panel, and reviews for the National Science Foundations of Canada, the US and Switzerland. Dr. Tronick has presented his work to analytic societies including Berlin, Milan, Buenos Aires, Sao Paulo, Rome, Pittsburgh, NYC, St. Louis, Kansas City and to societies and congresses including the N.Y. Academy of Science, the Society for Research in Child Development, the Marce’ Society, the American Psychoanalytic Meetings, and numerous universities in the US and abroad.
Dorothy Richardson, PhD
Dr. Richardson is a Clinical Psychologist and Program Director of the UMass Boston Infant-Parent Mental Health Postgraduate Fellowship and Certificate Program. Dr. Richardson has worked with young children and their families for over 20 years in a teaching, research and clinical capacity. An early career in neuroscience and psychiatry research led to her interest in early childhood development in the context of family relationships, resulting in a two-year stint as an early childhood educator to cement her curiosity. After pursuing a Masters Degree in Education from Harvard Graduate School of Education, she worked as a Fellow at the NIMH Child Development Laboratory co-authoring several papers on a longitudinal study on developmental outcomes of children with depressed mothers and preschool-age behavior problems in the context of family relationships. Wanting to learn more about therapeutic interventions for families, she entered a doctoral program in Clinical Psychology at Boston University, where she trained in both adult and child psychiatry tracks at Harvard Medical School teaching hospitals (Mass General Hospital Adult Outpatient Satellite Clinic for three years of adult psychodynamic psychotherapy training, and three years of child training at Cambridge Hospital Child Assessment Unit and Children’s Hospital Child Psychiatry Department, Behavioral Medicine, Developmental Medicine and Parent-Infant Mental Health program). In 2003, Dr. Richardson founded the first community outpatient birth to five infant-parent mental health clinic in the Boston area, The Rice Center for Young Children and Families at the Boston Institute for Psychotherapy, where she served as Clinical Director for 7 years. She presently serves on the Rice Center Advisory Board and Training Faculty, where she supervises and trains psychologists and social workers to provide relationship-based clinical interventions to families with young children ages birth to five and pregnant and postpartum mothers with mood disorders. Dr. Richardson has served on a number of state advisory committees on Infant and Early Childhood Mental Health, presently serving as President-Elect of the newly formed MassAIMH, Birth to Six, (Massachusetts’ Chapter of the World Association of Infant Mental Health). She has a private practice in Brookline, where she works with children ages birth to five and their families in relationship-based psychotherapy, informed by dynamic systems theory, neurodevelopmental theory, psychodynamic, cognitive-behavioral and family systems therapeutic techniques and the therapeutic use of videotape. She has also served as an early childhood mental health consultant for the past decade to early childcare centers and has led numerous parenting workshops and teacher trainings and has developed an Early Childhood Developmental Consultation Model for schools.
Throughout the program, a variety of nationally and internationally recognized experts in the field of Infant-Parent Mental Health will be scheduled to join the Fellows and provide training, engage in dialogue, and participate in a case discussion related to their area of expertise and research. Faculty have been carefully selected to provide learners with the opportunity to meet and think with experts and luminaries in the field that have a wide range of disciplines, academic and clinical backgrounds, research expertise, and theoretical approaches. The 2009-2010 IPMHPCP core faculty are:
- Marilyn Davillier, LICSW, Associate Program Director
Marilyn R. Davillier, a Licensed Clinical Social Worker, has worked with infants, children and families in a teaching, research or clinical capacity for over 20 years. Her early career was as a Montessori pre-school teacher. In her research experience in behavioral pediatrics, she worked extensively with the psychological tools and measures relevant to infant and child development and co-authored several papers on the developmental outcomes of preterm and drug-exposed infants. As a clinician, she works with families and children of all ages finding the use of videotape and Sandplay Therapy to be highly effective therapeutic tools as an adjunct to traditional art or play therapies. She is trained in the Brazelton Touchpoints model of family practice, Downing’s Video Microanalytic Therapy technique, Sandplay Therapy and has extensively trained as a Parent-Infant Mental Health practitioner. She is currently in private practice with a special focus on the treatment of the disorders of infancy and early childhood and parent-child relationship problems. Her theoretical orientation is strongly anchored in Dynamic Systems Theory and Tronick’s Dyadic Expansion of Consciousness Model; her approach to treatment is relational and psychodynamic with a mind-body emphasis.
- Alexandra Harrison, MD
Dr. Harrison earned her BA in art history at Radcliffe College and her medical degree at Harvard Medical School. After an internship in Pediatrics, she completed a psychiatric residency and then a fellowship in child and adolescent psychiatry. At present, she is a Training and Supervising Analyst in adult and child and adolescent analysis at the Boston Psychoanalytic Institute and an Assistant Clinical Professor in Psychiatry at Harvard Medical School. Dr. Harrison was a member of the Boston Change Process Study Group, and her experience in the group was transformative in that it introduced her to developmental science and to videotape observational techniques. While in the group, she began to videotape her child analyses, and later – in collaboration with infant researchers – in particular, Ed Tronick, and more recently Beatrice Beebe – she has continued to work on integrating aspects of developmental knowledge into her analytic and psychotherapeutic work with adults, children and families. One outcome of this integration is her “Parent Consultation Model” of child mental health evaluation; in this model, the child clinician takes the role of consultant to the parents and gathers data from parent interviews, outside professionals, and a videotaped family play session, to use in answering parents’ questions about their child. An adaptation of Dr. Harrison’s parent consultation model is her model for professional volunteers to support caregivers in developing countries through infrequent visits and regular telephone or Skype contact. Working at an orphanage in El Salvador, Dr. Harrison gives workshops emphasizing the importance of the caregiving relationship and demonstrating good caregiving through videotape illustrations of the workshop participants interacting with their children. Later this year Dr. Harrison will pilot the model at two other orphanages in El Salvador. She documents these projects on her blog. Dr. Harrison has presented widely and published articles about her work in the adult and child mental health literature.
Deborah Bauch, OTR/L
Clinical Director of Astra Foundation; Adjunct Professor at Lesley University; Senior Clinician and Facilitator for ICDL DIR-model. Deborah has worked for more than twenty years in pediatrics and Early Intervention. As Clinical Director at the Astra Foundation, she conducts DIR-based workshops for parents and professionals and presents at local, regional and national conferences. She teaches Masters level students in the DIR model. She also serves as senior clinician and facilitator for the Interdisciplinary Council on Learning Disorders (ICDL) and the DIR Summer Institute. She consults to school districts, works directly with children and families and serves as a mentor to professionals. Deborah is also the recipient of the 2008 Margaret L. Bauman award for Outstanding Therapy Provider. She is certified in Sensory Integration and is a registered, licensed Occupational Therapist.
Beatrice Beebe, PhD
Beatrice Beebe PhD is Clinical Professor of Medical Psychology (in Psychiatry), College of Physicians & Surgeons, Columbia University, New York State Psychiatric Institute; faculty at the Columbia Psychoanalytic Center, the Institute for the Psychoanalytic Study of Subjectivity, and the N.Y.U. Postdoctoral Program in Psychotherapy and Psychoanalysis; co-author with Jaffe, Feldstein et al. of Rhythms of Dialogue in Infancy (2001); author with Lachmann of Infant Research and Adult Treatment: Co-Constructing Interactions (2002), author with Knoblauch, Rustin and Sorter of Forms of Intersubjectivity in Infant Research and Adult Treatment (2005); author with Jaffe, Markese, et al. of The origins of 12-month attachment: A microanalysis of 4-month mother-infant interaction ( 2010). Currently she directs a primary prevention Project for mothers who were pregnant and widowed on 9-11. The project therapists have written a book, edited by Beebe, B., Cohen, P., & Markese, S. (Eds.). Mothers, infants and young children of September 11, 2001: A primary prevention project. Special double issue of Journal of Infant, Child, and Adolescent Psychotherapy, 10 (2-3).
Marjorie Beeghly, PhD
A developmental psychologist, Dr. Beeghly is Associate Professor in Psychology and Affiliate Faculty at the Merrill-Palmer Skillman Institute at Wayne State University in Detroit, MI. She also holds faculty appointments at Harvard Medical School and at the Child Development Unit, Children’s Hospital, Boston. Guided by a developmental psychopathology perspective, Dr. Beeghly’s research focuses on the impact of risk and resilience factors on children’s communicative, cognitive, and socio-emotional outcomes, and how individual differences in parenting and parent-child social interactive processes may alter these associations. Her own and collaborative research efforts have been funded by NICHD, NIMH, NSF, NIDA, the Spencer Foundation, the John D. and Katherine T. MacArthur Foundation, the March of Dimes, and Harvard University. Currently, she is studying how parent-child mutual regulatory and joint attention processes during social interaction may foster or derail children’s developmental outcomes in two independent samples of children: children born very preterm and healthy, term African American/Black children from heterogeneous socio-economic backgrounds. Other current interests include the effect of maternal trauma exposure on mother-child social interaction, the relationship of prenatal substance exposures to low-income children’s developmental outcomes, the identification of familial factors that promote early literacy development and school readiness, the effect of maternal depression on maternal adaptation, mother-infant social interaction, and child socio-emotional outcomes, and the design and implementation of preventive interventions for children growing up in high-risk environments. She has published numerous scientific articles and reviews, and several edited books. Dr. Beeghly currently serves on the Ethnic and Racial Issues Committee of the Society for Research in Child Development (SRCD), the Advisory Board of the Infant Mental Health Program at the Merrill Palmer Skillman Institute, and the Board of Directors of the Boston Institute for the Development of Infants and Parents (BIDIP).
Alice Carter, PhD
Dr. Carter is a Professor and Director of the Graduate Program in Clinical Psychology in the Psychology department at the University of Massachusetts Boston, an Associate Research Scientist at the Yale University Child Study Center, and a Research Associate in the Boston University Medical School Department of Anatomy and Neurobiology. Trained as a Clinical Psychologist, Dr. Carter’s work focuses on young children’s development in the context of family relationships, with an emphasis on the early identification of psychopathology and factors that place children at risk for difficulties in social and emotional development. Dr. Carter is an author or co-author of over 125 articles and chapters. She is also the co-author of the Handbook of Infant, Toddler, and Preschool Mental Health Assessment with Rebecca Del Carmen, PhD, as well as the Infant-Toddler Social and Emotional Assessment (ITSEA) and the Brief Infant-Toddler Social and Emotional Assessment (BITSEA) with Margaret Briggs-Gowan, PhD Her primary research interests include the following: 1) early identification and evaluation of infants, toddlers, and preschoolers experiencing and/or at risk for later psychopathology; 2) improving the early identification and evaluation of infants and toddlers with autism spectrum disorders; 3) evaluating interventions that reduce early onset psychopathology and parenting stress and enhance child competencies and parenting efficacy; and 4) understanding reciprocal relations between developmental trajectories for children with autism spectrum disorders and family functioning. With respect to teaching and training, she has been teaching both graduate and undergraduate students at the University of Massachusetts Boston. She has also conducted trainings on assessment of infant mental health and early detection of autism spectrum disorders nationally and internationally.
Peter Cooper, PhD
Dr. Cooper completed his doctorate and clinical training in Oxford, after which he held the University Lectureship in Psychopathology in Cambridge. Currently he is a Research Professor in Psychopathology at the University of Reading, where he runs the Winnicott Research Unit, jointly with Lynne Murray. His early research concerned the nature, epidemiology and treatment of eating disorders, especially bulimia nervosa. He has also been engaged for over 20 years in research on the nature and treatment of postpartum depression. Together with Lynne Murray he has recently conducted research on maternal mood disorder and child development in Africa, including intervention research. A further strand to Peter’s collaborative work with Lynne concerns the intergenerational transmission of anxiety disorders. A major aspect of this work is the investigation of novel treatments for child anxiety disorder, and two randomized controlled trials are currently running within their research unit.
George Downing, PhD
Dr. George Downing lives and works in Paris, France, and is widely known throughout Europe and worldwide as an expert on infant mental health and analyzing the infant-parent relationship. Dr. Downing’s research includes a focus on the use of Videotape Microanalysis Therapy (VMT), a method he developed, for assessment, intervention and other therapeutic care in infancy and early childhood. His work includes frame-by-frame and normal-speed viewing of videotapes of typical daily parent and child activities, and analyzing these segments for pivotal moments to be used in therapeutic sessions. His therapeutic technique incorporates a triadic approach with the therapist, the client, and the monitor displaying the videotaped segment for mutual viewing and discussion. His work is internationally renowned and he has conducted VMT training worldwide. Dr. Downing is the chief psychologist and member of the medical teaching faculty at the Infant Psychiatric Unit in Salpêtrière Hospital in Paris, France. He is a research consultant at the University of Heidelberg, Germany, and professor of clinical psychology at the University of Klagenfurt, Austria. He received his PhD in Psychology at Yale University.
Peter Fonagy, PhD, FBA
Dr. Fonagy is Freud Memorial Professor of Psychoanalysis and Head of the Research Department of Clinical, Educational and Health Psychology at University College London; Chief Executive of the Anna Freud Centre, London; and Consultant to the Child and Family Program at the Menninger Department of Psychiatry and Behavioral Sciences at the Baylor College of Medicine. He is a Fellow of the British Academy, honorary member of several professional associations and Chair of the Research Board of the International Psychoanalytic Association. He is a clinical psychologist and a training and supervising analyst in the British Psycho-Analytical Society in child and adult analysis. His work integrates empirical research with psychoanalytic theory, and his clinical interests center around borderline psychopathology, violence, and early attachment relationships. He has published over 400 chapters and articles and has authored or edited several books. His most recent books include What Works for Whom? A Critical Review of Psychotherapy Research (with A. Roth); Mentalization-Based Treatment for Borderline Personality Disorder: A Practical Guide (also with Anthony Bateman); Handbook of Mentalization-Based Treatment (with Jon Allen); Mentalizing in Clinical Practice (with Jon Allen and Anthony Bateman); and Social Cognition and Developmental Psychopathology (with Carla Sharp and Ian Goodyer).
Carole Gammer, PhD
Dr. Gammer is a Clinical Psychologist working with children and families in Paris, France. She directs a training institute for family and couples’ therapists in Europe. Trained in Clinical and Developmental Psychology at the University of Wisconsin, and previously a Staff Psychologist at Children’s Hospital, Boston, she has lived in Paris over 25 years. She is author of two books, including – A The Child’s Voice in Family Therapy - Systemic Perspective, on our required reading list.
Barry M. Lester, PhD
Dr. Lester is Professor of Psychiatry & Human Behavior, Professor of Pediatrics and founding director of the Center for the Study of Children at Risk, Brown University Alpert Medial School and Women and Infants Hospital. The focus of Dr. Lester’s research is on mechanisms and processes that determine developmental outcome in children at risk due to biological and social factors. He has studied the effects of factors such as prematurity, growth restriction, malnutrition, prenatal substance exposure and maternal psychotropic medication during pregnancy using longitudinal, multisite and cross-cultural designs. His work has shown that biological factors do leave their footprint on later development and that environmental factors can exaggerate or lessen the impact of biological insults. He has also translated these findings into preventive intervention programs. Dr. Lester’s current work includes the study of fetal programming and epigenetic factors that affect development. Dr. Lester’s research has been continuously supported by the NIH for over 30 years. A past member of NIH study sections, he was a member of the National Advisory Council on Drug Abuse from 2004 to 2008,. Dr. Lester directs the Infant and Child Mental Health Post-Baccalaureate Certificate Program at Brown University and is past president of the International Association for Infant Mental Health. He is the author of more than 200 scientific publications and 16 edited volumes.
Lynne Murray, PhD
Dr. Murray completed both her undergraduate and doctoral training at the University of Edinburgh. Following this she held Research Fellowships at the University of Cambridge. She currently holds a Research Chair in Developmental Psychopathology at the University of Reading, where she runs the Winnicott Research Unit, jointly with Peter Cooper. Lynne’s research has aimed to elucidate the mechanisms involved in the development of child and adolescent psychopathology, together with its prevention and treatment. She has conducted both longitudinal and experimental studies to investigate bi-directional influences in early mother-infant interactions, and the dimensions of maternal communication to which young infants are sensitive. Over the past twenty-five years, she has examined the effects of postnatal depression on the mother-child relationship and child development, following up a sample from infancy until the age of 23 years. She is currently conducting similar longitudinal work with mothers with anxiety disorder and their children. She has also studied the effects of cleft lip and palate on mother-infant interactions on child development. In each case, Lynne has researched the treatment implications of the basic scientific work, most notably investigating treatments for postnatal depression, both in the UK and the developing world.
Joy Osofsky, PhD
Joy D. Osofsky, PhD is a clinical and developmental psychologist and Barbara Lemann Professor in the Departments of Pediatrics and Psychiatry at Louisiana State University Health Sciences Center in New Orleans. She is Head of the Division of Pediatric Mental Health. Dr. Osofsky is Co-Director of the Louisiana Rural Trauma Services Center, a center in the National Child Traumatic Stress Network, and Director of the Harris Program for Infant Mental Health. She is editor of Children in a Violent Society (Guilford, 1997) and Young Children and Trauma: Intervention and Treatment (Guilford, 2004) and co-editor of the four volume WAIMH Handbook of Infant Mental Health. Dr. Osofsky is Past-President of Zero to Three: National Center for Infants, Toddlers, and Families and Past-President of the World Association for Infant Mental Health.
Bruce D. Perry, MD, PhD
Dr. Perry is the Senior Fellow of the ChildTrauma Academy, a not-for-profit organization that promotes innovations in service, research and education in child maltreatment and childhood trauma. Over the last 15 years, he has been an active teacher, clinician and researcher in children’s mental health and the neurosciences holding a variety of academic positions. He was on the faculty of the Departments of Pharmacology and Psychiatry at the University of Chicago Medical School from 1988-1991. From 1992- 2001, Perry served as the Trammell Research Professor of Child Psychiatry and Chief of Psychiatry for Texas Children's Hospital at Baylor College of Medicine in Houston, Texas. From 2001-2003, he served as the Medical Director for Provincial Programs in Children's Mental Health for the Alberta Mental Health Board. His neuroscience research has examined the effects of prenatal drug exposure on brain development, the neurobiology of human neuropsychiatric disorders, the neurophysiology of traumatic life events, and basic mechanisms related to the development of neurotransmitter receptors in the brain. His clinical research and practice has focused on high-risk children, examining long-term cognitive, behavioral, emotional, social, and physiological effects of neglect and trauma in children, adolescents and adults. This work has been instrumental in describing how childhood experiences, including neglect and traumatic stress, change the biology of the brain – and, thereby, the health of the child. His experience as a clinician and a researcher with traumatized children has led community and governmental agencies to consult Dr. Perry following high-profile incidents involving traumatized children, including the Branch Davidian siege, the Oklahoma City bombing, the Columbine school shootings, and the September 11th terrorist attacks. He has authored of over 200 journal articles, book chapters and scientific proceedings, and is author of the book The Boy who was Raised as a Dog (2006). He is the recipient of numerous professional awards including the T. Berry Brazelton Infant Mental Health Advocacy Award. Dr. Perry has been featured on National Public Radio, The Today Show, Good Morning America, and the Oprah Winfrey Show. His work has been featured in documentaries produced by Dateline NBC, 20/20, the BBC, Nightline, CBC, PBS, as well as Japanese, German and French Public TV. Dr. Perry, a native of Bismarck, North Dakota, was an undergraduate at Stanford University and Amherst College. He attended medical and graduate school at Northwestern University, receiving both M.D. and PhD degrees. Dr. Perry completed a residency in general psychiatry at Yale University School of Medicine and a fellowship in Child and Adolescent Psychiatry at The University of Chicago.
Daniel J. Siegel MD
Dr. Siegel is an Associate Clinical professor of Psychiatry at UCLA School of Medicine where he is on the faculty of the Center for Culture, Brain, and Development. He is Director of the Center for Human Development, an educational organization focusing on how the development of individuals, families, and communities can be enhanced by examining the interface of human relationships and basic biological processes. He also has a private psychotherapy practice, and serves as the Founding Editor-in Chief for the Norton Series on Interpersonal Neurobiology. He has spoken for the Vatican Council and the late Pope John Paul II, and traveled and taught with the Dalai Lama. Dr. Siegel has authored numerous articles, chapters, and the internationally acclaimed text, The Developing Mind, that introduced the idea of interpersonal neurobiology. His co-authored book, Parenting from the Inside Out, explores the application of this newly emerging view of the mind, the brain, and human relationships. He received his MD from Harvard and his postgraduate medical education at UCLA with training in pediatrics and child, adolescent and adult psychiatry. He served as a National Institute of Mental Health Research Fellow at UCLA, studying family interactions with an emphasis on how attachment experiences influence emotions, behavior, autobiographical memory and narrative.
Nancy Snidman, PhD
Dr. Snidman is Director of Research for the Child Development Unit at Children’s Hospital for the last two years. Previously she was the Research Director for the Infant Study at Harvard where she conducted research for over two decades specializing in the psychophysiological correlates of infant temperament. Dr. Snidman’s interests include infant reactivity, individual differences and non-invasive biologic measures. Dr. Snidman has expertise in numerous physiologic measures including heart rate, blood pressure, pupil dilation, thermography, EEG, ERP and fMRI. Her research involves typically developing children as well as studies into the relationship between psychobiology and psychopathology with a number of clinical populations including children of parents who have panic attacks or depression, and children with depression, burn trauma and children of international adoptions.
Gerald Stechler, PhD
Dr. Stechler is Professor of Psychiatry, Boston University School of Medicine, Former Chm. Dept. of Child Psychiatry. Faculty: Mass Institute for Psychoanalysis, Faculty: Psychoanalytic Couple and Family Institute of New England. Past-President Div. 39 (Psychoanalysis) of the American Psychological Association. Dr. Stechler has had a distinguished career as a Clinical Psychologist and Psychoanalyst. He has also had a longstanding research and clinical interest in infant and early family development, beginning with the first longitudinal study on mother-infant interaction, as co-investigator with Lou Sander and Eleanor Pavendstadt in the 1950’s. He has founded numerous child and family academic and clinical service programs and authored numerous articles on psychoanalytic theory and child development.
Jean Twomey, PhD
Dr. Twomey holds an MSW from the University of Michigan (1983) and a PhD in clinical social work from Smith College (1998). Her roles at the Brown Center for the Study of Children at Risk include heading the social work component of the NIH longitudinal Maternal Lifestyle Study of prenatal cocaine/opiate exposure and child outcome. Her research includes developmental outcomes of substance exposed infants with Child Protective Service involvement, maternal risk factors and child developmental outcomes, and the trajectories of graduates from the RI Family Treatment Drug Court. She has worked as a child and family therapist for many years and continues to provide clinical services at the Infant Behavior, Cry and Sleep Clinic and Behavior and Development Clinic. Her clinical interests include disorders of infancy and early childhood, colic, parent-infant relationships, fathers, and perinatal substance users and their partners.
Serena Wieder, PhD
Dr. Wieder is the Clinical Director, Profectum and Founder and past Associate Chair, of the Interdisciplinary Council on Developmental and Learning Disorders (ICDL). She founded and directed the DIR® Institute, a case based competency training program for multidisciplinary professionals, from 1999-2010. Dr. Wieder also serves on the Board of Zero to Three – the National Center for Infants, Toddlers and Families. Currently she conducts a clinical and consulting practice in MD and NY for infants, children, adolescent and adults with complex developmental and mental health challenges. Programs she consults to include the New York Center for Child Development; Celebrate the Children; Treatment and Learning Center, Rockville, MD; Imagine Academy; the former Bridges Program at Texas Children’s Hospital, Houston, TX and other clinical and educational programs in the US and abroad. Dr. Wieder conducts national and international training on DIR®/Floortime™. She served on the faculties of the Infant-Parent Study Center, the ICDL Graduate School and has just joined the faculty of the Adelphi University Parent Child Institute. She also serves on the Scientific Advisory Boards of First Signs. Her research has focused on diagnostic Classification and the long term follow up of children treated with DIR®. In addition to serving on the editorial boards of the Journal of Developmental Processes and the ICDL Journal, Dr. Wieder publishes numerous articles on DIR®, diagnostic classification, emotional and symbolic development and training. She also co-authored Engaging Autism, The Child with Special Needs, and Infant and Early Childhood Mental Health, with Stanley Greenspan; co-chaired the ICDL Diagnostic Manual for Infants and Young Children and the first edition of the Zero to Three Diagnostic Classification of Mental Health and Developmental Disorders of Infancy. She will soon publish with Dr. Harry Wachs, Hidden in Plain Sight: Visual Spatial Challenges in Autism and Learning Difficulties.
Charles H. Zeanah, Jr. MD
Dr. Zeanah is the Mary K. Sellars-Polchow Professor of Psychiatry and Professor of Clinical Pediatrics, Vice Chair for Child and Adolescent Psychiatry, and Executive Director of the Institute of Infant and Early Childhood Mental Health at Tulane University. Dr. Zeanah conducts research on the effects of abuse and neglect on young children and on interventions designed to help them recover. With Julie Larrieu, he has directed a community-based intervention program for abused and neglected infants and toddlers in the New Orleans area for more than 15 years. Along with Charles Nelson and Nathan Fox, he is a Principal Investigator on the “Bucharest Early Intervention Project,” a longitudinal intervention study of severely deprived, institutionalized young children in Romania. His major clinical and research interests has been in the area of infant mental health, especially in understanding infants' development in the context of the infant-parent relationships. Dr. Zeanah also has studied psychopathology in young children, and in particular disorders of attachment, posttraumatic symptomatology in young children, and interventions for young children who have experienced maltreatment.
J. Kevin Nugent, PhD
Dr. Nugent is the Founder and Director of the Brazelton Institute at Children's Hospital in Boston and is on the faculty of the Harvard Medical School in the Department of Pediatrics. He is also Professor of Child and Family Studies at the University of Massachusetts at Amherst. Dr. Nugent was educated in Ireland and received his doctorate in Developmental Psychology from Boston College. He has worked at the Children's Hospital in Boston since 1978, conducting research on newborn behavior and early parent-infant relations. Dr. Nugent is co-author with Dr. Brazelton, of the Neonatal Behavioral Assessment
Scale, third edition, published by Mac Keith Press, London and has been the director of training on the Neonatal Behavioral Assessment Scale since 1978. He and his colleagues, Drs. Keefer, O'Brien, Johnson and Blanchard, developed the Newborn Behavioral Observations (NBO) system, formerly known as the CLNBAS. This observational set is intended for use by clinicians in pediatric and intervention settings, as a way of sensitizing parents to the competencies and individuality of their infants. It is comprised of 18 neurobehavioral observations and is based on an individualized, infant-focused, family-centered approach to working with infants and families in the early months of life. Dr. Nugent's areas of research include the effects of a range of prenatal teratogens on neonatal and developmental outcome, the impact of melatonin on newborn behavior, the transition to parenthood and the role of fathers. He is involved in a study of the origins of temperament, with Jerome Kagan and Nancy Snidman.