How to Survive (and Thrive) When You’re Sleep Deprived

The folks at Very Well Family, a trusted pregnancy and parenting advice site, published a highly informative and medically reviewed article in 2020, on How to Survive (and Thrive) When You’re Sleep Deprived. The posting includes an explanation of what to expect when baby arrives, statistics on parental sleep deprivation, how sleep deprivation affects our health, and tips on how parents can get more sleep. It also links to other articles on the Very Well Family site about establishing a sleep schedule for baby, getting your baby to sleep through the night, and postpartum depression. So check out How to Survive (and Thrive) When You’re Sleep Deprived. The parents you serve will thank you!The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early intervention service provision, incorporating current research and evidence in the field of early intervention. To access the ESPM, CLICK HERE.

This resource is related to the following ESPM knowledge-level competencies:

Core Knowledge (CK):
- CK1: The dynamics of family systems including cultural, linguistic, and socio-economic factors influencing family function and care for all children.
- CK3: The prenatal care, delivery, and postnatal care of the infant, including variations across families, cultural and ethnic groups.
- CK7: The variety of pre- and peri-natal risk factors such as genetics, maternal health and nutrition, medical complications, prematurity/low birth weight, substance exposure and other teratogens and their effect on the developing embryo/fetus/newborn.
Individualized Family Service Plan Implementation (IFSP-i):
- IFSP-i10 (EIS): Knows strategies that support parents in providing basic health, nutrition, and safety for infants and toddlers in natural environments.
- IFSP-i11 (EIS): Knows strategies that support parents in adapting the natural environment to meet infant/toddler developmental needs.
- IFSP-i12 (EIS): Knows that cultural beliefs and practices of parents and professionals affect early intervention service delivery.