Across Canada attention to mental health has never been greater.  While significant efforts focus on adolescent and adult mental health, there is a growing awareness of how significant early mental health is to physical and mental health outcomes across the life span. The prevailing definition of infant mental health used in the United States and in many parts of Canada states: 

Infant and early childhood mental health, sometimes referred to as social and emotional development, is the developing capacity of the child from birth to five years of age to form close and secure adult and peer relationships, experience, manage and express a full range of emotions, and explore the environment and learn – all in the context of family, community, and culture (Cohen, Oser & Quigley, 2012, pg. 1).

As the availability of scientific research supporting early mental health and development and our understanding of this science grows, how is it influencing the design and delivery of our programs and services for this young age group? Do practitioners and clinicians working with this young age group and their families have the knowledge and skill to embed this science into daily practice? Are the policies that support programs, services and those delivering and developing these reflective of this science?  While many continue to provide leadership in knowledge translation activities, are we effectively translating the science to practice or is there potential to be doing more in light of what we now know? It is evident that early development including mental health can influence a child’s developmental trajectory, their capacity to learn, their physical and mental health, and their behaviour throughout their life. What happens during the early years doesn’t just “count” - it shapes outcomes throughout an individual’s life.

Community Tables



Embedding the Science of Infant Mental Health in Practice and Policy
COMMUNITY REPORTS: A Collaborative Approach to Embedding the Science of Infant Mental Health and Enhancing Infant Mental Health Services

For more information on sharing tools to mobilize your community, check out these great resources:

IEMH Competencies Checklist

A Call to Action on Behalf of Maltreated Infants, Toddlers and Preschoolers in Canada

Childhood is an extremely sensitive period in human development, during which the brain, especially the circuitry governing emotion, attention, self-control and stress, is shaped by the interplay of the child’s genes and experiences. As children grow, the biological and environmental factors that determine their development become increasingly intertwined. When the environment is a secure, positive one, these factors join forces to help maximize their potential (Boivin & Hertzman, 2012, pg. 2).

While some aspects of mental health services may be well designed or under construction in some regions, a system of infant mental health services is in development leading to a variety of access points, tools, and interventions available to families.  In an environmental scan which was conducted that surveyed a sample of Ontario communities to support the Centre of Excellence in in Early Childhood Mental Health  report Investing in the Mental Health of Children under 6  (Clinton, Kays-Burden, Carter, Bhasin, Cairney, Carrey, Janus, Kulkarni, & Williams, 2014 p. 21) it was found that:
  • The type of early mental health care available to young children in direct service settings varies among agencies. The extent to which these services are accessible also varies.
  • Agencies use a variety of screening and assessment instruments to understand family need and develop treatment plans.
  • The level of training among staff delivering services varies, and there is an inconsistent understanding of what infant and early childhood mental health means.
  • Agencies typically have, or are working on, referral arrangements with other agencies to provide complementary and mental health specialty services, with varying degrees of coordination between schools and community partners. Special Needs Resourcing funding appears to help facilitate internal agency referrals.
  • Internal referrals appear to be relatively fast but average wait times for assessments and mental health services were reported at four to six months, with wait times ranging from 6 weeks to a year.
Practitioners are excited by the science and eager to integrate and embed it into their practice – there is both science and will for change in how we understand and support infant and early childhood mental health. This is an exciting time with potential for significant change.
In December, 2014 Public Health Agency of Canada (PHAC) provided funding to Infant Mental Health Promotion at the Hospital for Sick Children to create a collaborative, community based process to explore the questions above. Documents such as the Infant Mental Health Best Practice Guidelines, and Investing in the Mental Health of Children under 6 (Clinton et al., 2014), were used as reference documents to guide the community discussions. 

Ontario is a vibrant province diverse in its communities ranging from large urban settings to rural communities that span a great geographic distance.  As a pilot, IEMHP consulted with five communities in Ontario (Niagara, Simcoe, Muskoka and Parry Sound, Ottawa, and Regent Park Toronto) to gain a better understanding among all agencies and sectors concerned with infant mental health as to the existing gaps or barriers, opportunities for improved service delivery, and potential solutions for inter-systemic supports. Using the framework below, common themes emerged across communities about infant mental health practices, policies, services and in relation to the knowledge and competencies of those working with this young population and their families.
  • Short term opportunities to strengthen practices, services, and policies.  These were identified as activities the community felt could be achieved within one year.
  • Long term opportunities to strengthen practices, services and policies.  These were identified as activities the community felt would require more than one year to achieve.
  • Organizational policies and procedures specific to infant mental health.  For instance, were caseloads within agencies reflective of the intense work often required when an infant’s mental health is vulnerable or did staff receive regular supervision that offered opportunities for reflection and also provided support to the trauma some staff witnessed?
It is evident across all communities that there is a passion and commitment to strengthen infant mental health from all perspectives and in all areas of services – policies, practice, and knowledge of those delivering service.  Practitioners are excited by the science of infant mental health and are eager to integrate and embed it into their work with infants and families.  There is both evidence and will for a shift in our understanding and support of infant and early childhood mental health. This is an exciting time with potential for significant change of paradigm.