RESUMO
Infant mental health, as concept and intervention, is poorly understood by most practitioners in education settings. Direct-service personnel often lack appropriate knowledge, training, skills, and confidence in recognizing and addressing infant mental health problems. While programs and policymakers increasingly acknowledge the need to offer infant mental health services in order to prevent or mediate poor developmental outcomes among young children, effective methods of realizing an infant mental health initiative remain elusive. This qualitative study of five early education programs examines the use of mentors trained in clinical psychology or social work to support educators in delivering infant mental health services. The perspectives of administrators, direct-service providers, and mentors help us understand what constitutes successful infant mental health mentoring in general, and videotaping in combination with reflective consultation in particular.