This book presents the Maternal Sensitivity Program (MSP), an eight-session home-delivered intervention designed to enhance overall maternal sensitivity to infant behavior between the third and the tenth month of life using video feedback and live modeling strategies. The intervention was based on successful international programs but was specifically developed to fit the realities and needs of low-income countries, whose public health services rely on scarce human and economic resources. The program aims to promote maternal acknowledgment of infant mental activity and model responses that encourage infants' communication of intentions, needs, desires, and emotions. The first part of the book provides an overview of core theories related to the concept of maternal sensitivity, illustrating how it varies across cultural contexts, and how it is shaped by economic scarcity. The second part of the book presents evidence of the effectiveness of sensitivity-based interventions, describes and provides a rationale for the Maternal Sensitivity Program (MSP), and proposes a framework for training interventionists seeking to implement the program in different contexts. The third part of the book presents the intervention manual, describing in detail the procedures in each of the eight sessions of the program. The Maternal Sensitivity Program: A Model for Promoting Infant Development in Challenging Contexts will be an invaluable resource for developmental psychologists, health care providers, and social workers who work with families in low-income countries and in contexts of social vulnerability and need to implement low-cost interventions to foster healthy child development.

This book presents the Maternal Sensitivity Program (MSP), an eight-session home-delivered intervention designed to enhance overall maternal sensitivity to infant behavior between the third and the tenth month of life using video feedback and live modeling strategies. The intervention was based on successful international programs but was specifically developed to fit the realities and needs of low-income countries, whose public health services rely on scarce human and economic resources. The program aims to promote maternal acknowledgment of infant mental activity and model responses that encourage infants' communication of intentions, needs, desires, and emotions. The first part of the book provides an overview of core theories related to the concept of maternal sensitivity, illustrating how it varies across cultural contexts, and how it is shaped by economic scarcity. The second part of the book presents evidence of the effectiveness of sensitivity-based interventions, describes and provides a rationale for the Maternal Sensitivity Program (MSP), and proposes a framework for training interventionists seeking to implement the program in different contexts. The third part of the book presents the intervention manual, describing in detail the procedures in each of the eight sessions of the program. The Maternal Sensitivity Program: A Model for Promoting Infant Development in Challenging Contexts will be an invaluable resource for developmental psychologists, health care providers, and social workers who work with families in low-income countries and in contexts of social vulnerability and need to implement low-cost interventions to foster healthy child development.

In this collection, Literacy and Learning in Times of Crisis: Emergent Teaching Through Emergencies, the contributors offer insights from theoretical, historical, and pedagogical lenses and these critical insights emerge out of their academic, scholarly, and personal experiences of teaching during crises. In some cases, authors have taught while battling COVID, and others have done so while addressing and acknowledging school-based violence. While some teach the analysis of the discourse of crisis, others critique the missteps of policy-making during calamity. More so, some authors examine the finesse of micro-teaching at emotional levels; others find the means to develop macro-structures of programmatic curriculum. Literacy and Learning in Times of Crisis highlights the educational decision making that educators have used to cope with the dilemmas that they and their students have faced at the turn of the millennium. Specifically, contributors to this collection offer a broad range of experiences, expertise, and engagement with pedagogy during emergencies that we currently face but also frame issues of emergencies that will inevitably challenge educators in the future.

In this collection, Literacy and Learning in Times of Crisis: Emergent Teaching Through Emergencies, the contributors offer insights from theoretical, historical, and pedagogical lenses and these critical insights emerge out of their academic, scholarly, and personal experiences of teaching during crises. In some cases, authors have taught while battling COVID, and others have done so while addressing and acknowledging school-based violence. While some teach the analysis of the discourse of crisis, others critique the missteps of policy-making during calamity. More so, some authors examine the finesse of micro-teaching at emotional levels; others find the means to develop macro-structures of programmatic curriculum. Literacy and Learning in Times of Crisis highlights the educational decision making that educators have used to cope with the dilemmas that they and their students have faced at the turn of the millennium. Specifically, contributors to this collection offer a broad range of experiences, expertise, and engagement with pedagogy during emergencies that we currently face but also frame issues of emergencies that will inevitably challenge educators in the future.