ORAL HISTORY PROJECT

T. BerryBrazelton, MD

Interviewed by

Steven Maron, MD

February 19, 1997Cambridge, Massachusetts

This interview was supported by a grant fromThe Procter & Gamble Company

1998 American Academy of Pediatrics Elk Grove Village, IL

T. Berry Brazelton, MDInterviewed by Steven Maron, MD

Preface i

About the Interviewer ii

Interview of T. Berry Brazelton, MD 1

Index of Interview 27

Curriculum Vitae, T. Berry Brazelton, MD 29

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PREFACE

Oral history has its roots in the sharing of stories which has occurredthroughout the centuries. It is a primary source of historical data,gathering information from living individuals via recorded interviews.Outstanding pediatricians and other leaders in child health care arebeing interviewed as part of the Oral History Project at the PediatricHistory Center of the American Academy of Pediatrics. Under thedirection of the Historical Archives Advisory Committee, its purpose isto record and preserve the recollections of those who have madeimportant contributions to the advancement of the health care ofchildren through the collection of spoken memories and personalnarrations.

This volume is the written record of one oral history interview. Thereader is reminded that this is a verbatim transcript of spoken ratherthan written prose. It is intended to supplement other available sourcesof information about the individuals, organizations, institutions, andevents which are discussed. The use of face-to-face interviewsprovides a unique opportunity to capture a firsthand, eyewitnessaccount of events in an interactive session. Its importance lies less in therecitation of facts, names, and dates than in the interpretation of theseby the speaker.

Historical Archives Advisory Committee, 1996/97

Howard A. Pearson, MD, FAAP, ChairDavid Annunziato, MD, FAAPJeffrey P. Baker, MD, FAAPLawrence M. Gartner, MD, FAAPDoris A. Howell, MD, FAAPJames E. Strain, MD, FAAP

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ABOUT THE INTERVIEWER

Steven Maron, MD

Dr. Steven Maron is a pediatrician in private practice in Vineland, NJ.He is a Magna Cum Laude graduate of the Sackler School of Medicineof Tel Aviv University, in Israel (1982). After doing a rotatinginternship at Ichilov Hospital, Tel Aviv (1982-1983), he completedresidencies in Pediatrics at St. Barnabas Medical Center in Livingston,NJ (1983-1985), and Albert Einstein Medical Center, NorthernDivision, in Philadelphia, PA (1985-1986). His interests include antiquemedical instruments, old medical books, medical history, and genealogy.He is an active member of the Medical History Society of New Jersey,for which he has recently completed a project on Dinshah P. Ghadiali,MD, a highly contentious and controversial New Jersey alternativemedical practitioner.

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Interview of T. Berry Brazelton, MD

DR. MARON: I’m Dr. Steve Maron. I’m interviewing Dr. T. Berry Brazelton, in hisbeautiful home in Cambridge, Massachusetts. It’s February 19, 1997. And first of all,may I thank you, Dr. Brazelton, for participating in the oral history program of the AAP.You’ve enjoyed a varied career as a pediatrician, researcher, lecturer, teacher, childadvocate, writer, and TV personality, making things very easy for me as an interviewer.You are also now prominently featured on the Web. A quick search on the internetunder Waco, Texas, shows the name Brazelton to figure prominently. I found severalBrazelton Web pages, including a Brazelton Art Studio, and an address for a Brazeltonfamily tree. In Doctor and Child you described being part of an extended close family.Could you mention something about your family’s history, any interesting anecdotesabout relatives or ancestors?

DR. BRAZELTON: Well, my grandfather Brazelton was a self-made man. Hecame from Tennessee during the Civil War. His mother was killed in front ofhis eyes and they torched his house, and his father was already dead, so at theage of 14 he marched his four brothers and sisters to Texas. In one lifetime hehad three wives, twelve children, made several million dollars in a day when amillion dollars was a lot of money, and you know it was fascinating to grow upwith this kind of pioneering around me. My other grandfather used to tell usstories. He had to stay awake at night to protect his father, who was the firstcircuit judge in Texas. He would stay awake to protect him from Indians. Sowe grew up with all of this lore about how you could make it, how if you didn’tmake it, the other side of that is if you didn’t make it you were a real wimp.[laughs] So it really pushes you along.

DR. MARON: Also in the introduction to Doctor and Child you describe being theofficially appointed baby-sitter for all the Brazelton cousins during festive familygatherings. Could you tell me a little bit about your parents, your school, growing up inMarlin, Texas, perhaps a little bit about Marlin, Texas.

DR. BRAZELTON: Well I really grew up in Waco, Texas. My mother camefrom Marlin and she left me some land and a little house that’s the oldest brickhouse in Texas. We have the deed to this land from Steven F. Austin, and allthe governors of Texas, even the Spaniards before Austin, so it’s a veryimportant part of my life. I go back down there and have 95 cousins in thatarea. So I take my Yankee children down there to meet them. I grew up inWaco, as the oldest grandchild of a French grandmother, Berry. I’m named forher and so I wanted to please her all the time. So I took care of all the othergrandchildren while they had cocktails and dinner and so forth at her house.And she used to say to me, “Berry, you’re so good with children,” or “You’re

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so good with babies.” I still hear it. Every time anybody says that, I hear mygrandmother’s voice saying it. So she was a terribly important part of my life.My mother was a very strong lady. She formed the first abortion clinic inTexas in 1940. She was also the first female elder in the Presbyterian church,so you can imagine what growing up with her was like. She dominated myyounger brother to such an extent that I could see when I was five or six yearsold that passion could go either way. It could either be negative or it could bepositive, with the same kind of motivation. I really always knew what kind ofpediatrician I wanted to be. I wanted to be the kind that could turn that passioninto something positive, rather than negative. I think the combination of beingthe baby-sitter and watching my mother with my younger brother reallydominated my thinking. I knew by nine what I wanted to do, and I’ve beenlucky enough to be able to do it. I knew I wanted to be a pediatrician. I knew Iwanted to give mothers a chance to turn that passion into something positive.This has really been sort of the goal of my career ever since I was nine yearsold, so I’ve been very lucky.

DR. MARON: I understand you finished high school at an early age, and couldn’t yetstart college. Could you please speak a little bit about your high school experiences?

DR. BRAZELTON: Well I grew up in this little town. It was a little town then;it’s not so little anymore. I was always the youngest in my class. They pushedme through. I finished high school at 15. You know, I always felt inadequate,completely inadequate, because everybody else around me was developing.They were big, strong, athletic, and here I was this little wimp. When I finishedhigh school at 15, I couldn’t go to Princeton, where I was destined to go becausemy father and my grandfather had gone there, so I had to go off to prep schoolin order to mature, ‘cause I couldn’t go in the shower with anybody else.[laughs]. I was too much of an immature character. So I went to EpiscopalHigh School in Virginia, had a wonderful time there, and began to grow up alittle bit anyway. I’ve never really grown up. But then I went to Princeton afterthat. It was so exciting to grow up in a little town and you know, feel safe andprotected and have a lot of friends; but also to get away from that feeling ofbeing the youngest or the most inadequate or any of the things that I felt,growing up there. Getting off to school was really a major turning point for me.I really had a wonderful time in college. I was the female lead in the PrincetonTriangle for three years [laughs], and used to have a great time at all theparties because all these wonderful looking women would come up and say“How did you do that,” and I’d say, “By watching you.” So I had a great timeall the way through college. I must say I didn’t learn very much but I certainlydid have a good time. [laughs]

DR. MARON: Jumping ahead a little bit, please tell us about your internship at

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Roosevelt Hospital. How was life for you different than that of interns today? At whatpoint during your internship or before did you absolutely fix on pediatrics? Was thatever a question in your mind? Did you ever consider anything else?

DR. BRAZELTON: Well, I went first back to Texas for a year, to Universityof Texas in Galveston, because my father wanted me to come back. He diedvery young, and there was no reason to stay in Texas any longer. My motherdidn’t mind if I came back to the east coast, and I was dying to get back uphere. I transferred to Columbia Medical School in New York and graduatedthere finally. Finally. Because I hated medical school, it was such abrainwashing experience. To me, it’s just, I have an amnesia for it, I can’tremember anything but one doctor there, Dr. Loeb, who made us stand at theend of the bed and watch a patient for 15 minutes. We couldn’t ask him aquestion, and we had at the end of 15 minutes to tell him how old he was, whathe did for a living, whether he was married or not, what he was in for, whetherhe was getting better or not, and after watching him, you could tell all that. Ithought, “Oh my Lord, this is what I went into medicine for, to watch and to bethat observant of people.” It really started me on what I’ve done ever since inmy career, which is to really value behavior as a language. And I always knewI wanted to work with children, and of course they’re mostly nonverbal, or ifthey’re verbal they don’t tell you anything. I knew that I wanted to do that kindof work with children, and I went to Roosevelt Hospital in New York to intern.I hated working with adults. You’d get somebody well of one thing and they’dhave ten other things going for them, so I thought this is not what I wanted todo. Then I went in the Navy, and was out at sea, was the only doctor for about70 ships going back and forth to England. Again I had to work with adults. Ithought, “This is not what I went into medicine for.” So when I got out of theNavy I knew exactly what I wanted to do. I always had, but I mean I knew howI wanted to go about it, and that led me up here to Boston to the Mass General[Massachusetts General Hospital], and then to Children’s [The Children’sHospital, Boston].

But, you know, I still feel that our medical education is not preparing people forwhat they do. It’s preparing them for a deficit model. We’re very good atidentifying everything that’s wrong with anybody, but we don’t have any ideaabout what’s going on in them or what’s right about them. Instead of justlooking at people for their failures, which is what we are taught to do, we oughtto be trained to make relationships, to value relationships, to know when we’vegot somebody on the same wavelength as we are, and to use that relationshipas our major tool in medicine. I really resented my training in medical schooland then even, I guess, in my internship and residency. I just thought weweren’t being trained like I wanted to be. So I went into child psychiatry. I didabout five years of child psychiatry here at a little place called the Putnam

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Children’s Center [James Jackson Putnam Children’s Center, Roxbury, MA],which was working with preschool age children. It still was a deficit model.Psychiatrists are always looking for failure, too. Again I just felt like thiswasn’t really what I wanted out of pediatrics. So I kept searching. I got intopractice because I was married and had children and had to survive; and Ibegan to realize that practice in pediatrics was wonderful. It was just like theend of a dream. You made relationships. You kept them. I used to trade withpeople for whatever they did, for art or for, if they raised things, I’d traderather than barter for money. It was just wonderful. You got close to them, youwent and made house calls so you could see how they lived and what they likedin the way of art and then you knew better what to trade. And so, I had awonderful time in practice here in Cambridge for 40 years actually. People, youknow, were so grateful for a relationship that they would bring me little nuggetsevery time they came in about how their child had just learned to do something.You know, how they learned to use their pencil grasp, or how they learned to dosomething cognitively. And I put all those together to write my first two books.My first two books were written by my patients really. So I’m terribly gratefulfor the chance I had to be in practice. I feel like, you know, we ought to trainpeople for practice, for how they can make relationships and how exciting it isto be close to somebody and have them really confide in you. People say, “Oh Idon’t have time for all that.” I don’t think you have time for anything else. Itwas a wonderful time I had here in Cambridge. I’m very grateful for it. And itcertainly is what I went into pediatrics for.

DR. MARON: Will you go back for a minute, to your psychiatric training? Whatspecifically prompted you to seek that extra training in psychiatry and when did youdecide to do that? Another thought that might help out is, Berry, the thing, to mentionthe years, if you remember.

DR. BRAZELTON: Oh, all right. Well I came to Boston in ’45, right after thewar. Because I was out early, I got a wonderful post at the Mass General[Massachusetts General Hospital] with Allan Butler and at a very exciting timein medicine because we were recovering from the war and everybody wasinvested in making the kind of pediatrics we had work. Then I went toChildren’s [Children’s Hospital, Boston] in ’47, and finished my residencythere, and had a wonderful time with Charlie Janeway, he offered me a chanceto stay on there. I said, “Charlie, I don’t really understand children or families,and that’s what I really went into pediatrics for. I want to do child psychiatry.”He said, “Oh Berry, and waste all this good pediatric training?” So I did itrebelliously, and then I got into this wonderful place in Boston that I was infrom 1947 to ’52. First they let me be on the floor playing with kids for oneyear. Then they let me be a social worker for the second year. The third yearthey finally let me play like a psychiatrist, and then the fourth and fifth year we

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did some research. Again, this deficit model was blaming the victim. Everytime you had an autistic child or an atypical child or a slowed down child, weblamed the mother. We blamed the victim. It was a terrible, terrible model.These women felt guilty so they’d submit to this blame. And we’d have them inpsychiatric treatment for year after year. Nobody got better. I thought, “Geethis isn’t working. Something’s wrong with this model.” So I began to look atbabies, because I thought the baby is really contributing to this failure. As apediatrician, I knew that these kids were acting differently. I didn’t quiteunderstand why in those days. I don’t still, but I began to look at the baby, andthat led me to the newborn. As soon as you looked at newborns you could seethis baby is going to contribute to his own failure because they wouldn’t respondthe way a normal baby would, the way a mother and a father expect them to. Sothe newborn scale really began in 1955. It has become my life’s work andprobably the biggest contribution I’ve made to pediatrics. It really came out ofthat not feeling good about the blame the victim model. As soon as you beganto look at the baby, you could see, “Hey, maybe we can change this learnedfailure system to a positive system.” As soon as you share the baby with theparent, you can show them the good things first, and then go to the things thatthey’ve got to work on. Then they were in your pocket. You just had them sothey were not only much more readily able to get to the baby, but to work withyou. Ever since 1955, I’ve been working on using the newborn as a way ofreaching out for parents to, not only for the newborn, but for the medicalsystem. It’s become a very exciting part of my life. I’m still working on it 40years later.

DR. MARON: Could you tell us a little more about the background, and what led upto the publishing of the Neonatal Behavioral Assessment Scale ultimately in 1973, andthe people who were involved?

DR. BRAZELTON: I came to Cambridge to be in practice with Ralph Rossand Jock Robey, John Robey. Jock and I did a lot of work together in the earlydays. We went to Mexico and studied babies there, and saw how universalsome of the behaviors we were identifying in the newborn were. I kept workingto look at what we were learning about newborns. We still didn’t think theycould see or hear in the 50’s, can you believe it? And yet when you handledthem or held them right, you know they not only saw and heard but they’d reactto you in predictable, exciting ways. They would reach out for you if you talkedto them the right way. You know, it became obvious to me that we didn’t thinkthey could see or hear or do anything because we’d never treated them aspeople. Over the next 20 years, really 18 years, I was constantly trying tohone this scale to fit what I was seeing in these babies. I never was aresearcher and still am not a good researcher. I had to learn about researchfrom colleagues who were very instrumental in helping me develop the scale.

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I had a chance in the late ‘60’s to work with Jerome Bruner here at Harvard atthe Center for Cognitive Studies, he exposed me to the model that I finallyhave found, a positive model. Child development people see the positives inthings. And so it all came together. The pediatric training, the psychiatrictraining, and the child development came together in this model. As soon as Ihad the model, I dared to think about publishing the scale. It took 18 years anda lot of people working on it. A lot of child development people: FrancisHorowitz, Arnie Sameroff, Ed Tronick. I could just list a whole bunch of themthat got excited with me and helped me make it into a scale. I was saying“good, better, best” about everything. They said, “What do you mean by good,better, best?” I had to pin it down to a number. It’s the hardest thing I everhad to do. We aren’t trained that way in pediatrics, I don’t think. And sofinally I got up enough courage to publish it in 1973. It’s become, you know, asort of international base for looking at newborns ever since, which was nothingI expected at all. I feel like my life is full of all these serendipities that worked,so that was one of them, to get it published and get it out there. It’s been usedin research and training, and of course the main thing that we’ve learned from itis how much the intrauterine experience of the baby has shaped the babyalready at birth. That those first nine months are absolutely critical to thebaby’s potential and to their behavior, which is fascinating and prepared us forthe crack cocaine epidemic we’re into now. It prepared us for the effects ofmalnutrition on babies, and on these kids that are already atypical or difficultfor parents to relate to. So we’ve learned a lot from using his instrument.

DR. MARON: The 1973 publication was in no way the endpoint. It was revised twicein 1984 and again in 1996. Could you speak a little bit about those revisions?

DR. BRAZELTON: Well as soon as you get a bunch of people involved withyou in working on an assessment like that, they begin to see things that youprobably wouldn’t have seen. Heidi Als for instance, took the scale and revisedit and put it into an assessment of a premature baby. We all worked to do that.We all put together our thinking and it’s become a very powerful way of lookingat premature babies. I’ve worked with other people; Barry Lester now has onefor addicted babies, that is a revision. And Kevin Nugent, who’s really beenworking with me for 20 years anyway, has kept the scale alive as we learnedabout babies. And as we learned about them and saw more and more howcompetent they were and how really goal oriented they were, Piaget even askedme to come talk to him about newborns because he’d never really looked at anewborn. And you know how we learned how competent they were? We couldsee that babies kept themselves under control so they could follow your face orturn to your voice. As soon as you saw that you saw that, “My gosh, this babyis goal directed. He wants to be in control of his world.” It came as a

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revelation. The scale was really quantitative for research purposes, and in therevisions over the years we’ve made it more qualitative. We can tell now howhard a baby works, how much it takes out of him to put the world together as anewborn, and how much it takes you to keep that baby together so he caninteract with his world. These qualitative additions that we’ve made in the lasttwo revisions are really the most powerful thing that we’ve done. We’ve madeit into a real assessment of the baby as an individual. He has the potential forpredicting temperament maybe later on, for what the parents need to do toreach that baby, to hang on to that baby, what they need to do when they gethome with it. It’s been a real window into early intervention and the potentialfor starting early to give these babies a better chance. The revisions in ’84 and’96 were really an attempt to keep up with the insights we were gaining aboutnewborns and about what those meant to parents. That’s always been my goal,to try to understand how these related to what a parent was looking for.

DR. MARON: You mentioned your very active solo general practice; we touched onthat a bit. This was something you maintained in parallel to your very active researchand teaching activities. In Doctor and Child, you mentioned that your afternoons in theoffice were something you looked forward to, like a personal “lovey.” Could you tell usa bit about how you kept everything in balance? That couldn’t have been a bed ofroses for you.

DR. BRAZELTON: Well, I had to be in practice, not that I resented it,because I had four children and an extravagant wife [laughs], and I wasextravagant, and so I needed to be in practice. But I also wanted to documentthe things that we were learning, because we were learning so much, theparents and I together. We would develop for instance, a model around thumbsucking or around toilet training. Or they would tell me what they learned. Orone about crying at the end of the day, you know, in the first three months.Parents really told me what I should be thinking about these things. And soresearch became a window into how to think for me as a provider, but also intohow they were thinking. It was just so exciting that I started publishingresearch very early. I was in practice about ten years when I got up thecourage to start documenting some of these things. The parents would help me.They would say, “You’re off base there. You better get going.” And it was justwonderful, because you know, each time they came in they would contribute towhat I was thinking. “What are you thinking about today, Dr. B?” And so we’dtalk about it. I, now when I go around the country talking to parents, I alwaysrun into somebody who was in on some of that early research, and they come upand they say, “Do you remember me? I used to keep track of how muchsucking my baby did or how much crying they did at the end of the day.”They’ve never forgotten it. So it was just one more link to my patients, I think,that started me on research. I think I realized how pediatrics at that point

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didn’t have any backup for what we were doing. We weren’t really beingtrained for practice or for reaching out, and we didn’t have any documentationabout what you did about thumb sucking or when you started toilet training, orany of the things that were our daily bread. It seemed to me that a bigcontribution to pediatricians in practice would be to give them research to backthem up. It took extra time to do that, and it certainly cut down on income,things like that, but gosh, just think what it’s meant to me to have that kind ofbackup as a researcher, as a teacher. So I feel very lucky to have been able todo it all at once. It’s a lot of fun.

DR. MARON: Let’s talk a little bit more about your private pediatric practice. Yourvery busy, private pediatric practice. I understand you covered for two otherpediatricians. How big an office was it? What was your setup like?

DR. BRAZELTON: Well I started in practice at the Harvard Pediatric Studyin 1950 that Harvard set up for people who’d been in the war and were comingback to college. They provided pediatric care for them in this pediatric study,which was a group practice and was a predictor of what we’re into now. It was awonderful, wonderful opportunity, because there were different disciplinesworking together. There were nurses who did a lot of the work. We aspediatricians shared call. We shared everything. I got a chance to consult withpeople at the end of the day for an hour each, and help them with theirproblems. So I really got the model that I lived by later from this grouppractice, which may be very much like what managed care could be.

Then I went into private practice here in Cambridge with two people, RalphRoss and John Robey, and we shared call. We each practiced individually. Ihad a three room office with two examining rooms and one waiting room, andwould see patients about every 20 minutes. Charged $5 a visit, and wouldmake house calls for $10. I always would come home and have supper with thekids, and then go make house calls for two or three hours at a time. Unless youloved it, it could have been hell. But it was just wonderful, because the patientsI had here in Cambridge were all wives of intellectuals, you know, MIT orHarvard, and they were all eager to share their experiences with me. Theytaught me so much. First of all I did a piece of research at Children’s Hospitalwhile I was a resident about rheumatic fever. Because you know, academic,they wanted you to do research all the time you were there. Then I did one onhysteria, while I was in child psychiatry, and a pediatricians’ role in hysteria.Then when I got in practice I could see that these problems were really whatneeded documentation, like crying at the end of the day, or toilet training, orthumb sucking. And those were the things that really intrigued me, the sort ofnormal events that went on during a parent’s day. I thought if I could documentwhat was normal and what was out of range, that pediatricians would have more

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idea about what to do about them, and patients really led me into that kind ofresearch. So I don’t think I took any extra time to do the research, it certainlytook extra time to write it up. But it didn’t take extra time, it just tookcooperation from my patients. They were so thrilled with it that in a way itcemented me to them even closer. I think I’ve had 25,000 patients in my 40years of practice. I remember them all. They remember me. That’s whatwe’re liable to lose if we aren’t careful, that kind of relationship building, andthat kind of feeling that we’re very close. I passed somebody, three peopleyesterday in Harvard Square here, all of whom had been patients of mine. Westopped and talked. I remembered their names, they remembered mine, wetalked about what I knew about them. You know, they’re all grown and marriedand have children by now, but I don’t know how pediatrics is going to survive ifpeople can’t get that kind of gratification out of what they do. So if we losethat, we’ve lost the ball game in pediatrics. Even when I decided to be anacademician in the late 60’s, to go over to Children’s Hospital to teach, I keptmy practice. I would teach during the day and then come back here at 4:00 inthe afternoon and see patients until 6:00, and it worked. It kept meinvulnerable to Harvard and its idiotic politics. They knew they couldn’t hurtme. And, so they left me alone. And it made academia a heck of a lot moreexciting, because I wasn’t at the mercy of what was going on at the medicalschool. I was very lucky. I recommend it to anybody who is going intoacademia, to be sure to hang on to your own patients and balance it that way.

DR. MARON: Could you share any particular anecdotes from your practice with us?Perhaps a particularly interesting case or a particularly intellectual mother who wasmaybe a little bit harder to deal with than average?

DR. BRAZELTON: Gosh, it’s hard to go back that far. I had one mother whowas frankly schizophrenic. And she’d been in McLean, which is our psychiatrichospital here, and got pregnant. I think she knew who the father was. Nobodyelse did. She came to me with this new baby, and she said, “You know, I’mgonna need a lot of help.” So we started out together. The baby seemed intact,using my scale. So she really was able to pull off enough energy and enoughmotivation from this illness of schizophrenia to mother that baby. She had tocall me practically every day. But I had a phone hour every morning in which Iwould take in phone calls. It saved time and it was absolutely sacred, so itdidn’t bother me to talk to somebody every day. That kid not only wentthrough Yale and has finished but he’s gotten himself an MD. He was afootball player, an athlete. He was successful in school, just a wonderful guy.And in essence we raised him together, this very sick mother. And as he gotolder, she got better, and she’s had a really, I think a fairly easy time recently.I still pass her on the street. She calls me every now and then to tell me how,what he’s doing, and I think he’s now married and has a couple of kids. So that

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was the kind of thing you could do. I set up my practice with a phone hour inthe morning that was saved for people to call, and if they didn’t call me I calledthem if I felt they were in trouble. The rest of the day was 20 minutes perpatient. I still dream about having an office full. But then I did something that Ireally recommend to all pediatricians, and that is if they stood at the door andsaid, “Oh, by the way, my eight year old is still wetting the bed. What do I doabout it?” I didn’t stop right then and talk to them. I said, “Gee, what awonderful question. Thank goodness you’re sharing it with me. Now I want tosee you at the end of the day, at one of these hours that I save. I want you andyour husband to come in, and you don’t need to bring the little boy, so we cantalk.” And I charged people in those days, I’ve forgotten, $50 or somethinglike that, but I charged them a psychiatric fee for that hour at the end of theday. They would come in ready to share, ready to unload. And we could dowonderful things in that hour at the end of the day. Pediatricians are reallymissing the boat if they don’t take this kind of role. How we are going to dothat in managed care I don’t know; but I think that’s a real challenge. If wewant to play a more deep role with our patients, we’re gonna have to have timeto pull off and be available to them. So, these are the kind of things that Ilearned in my own practice.

DR. MARON: The question in most pediatricians’ mind is how we go about doingthat, convincing the insurance companies to allow for that time.

DR. BRAZELTON: I think we have to just do it. I think we’re too much at themercy of insurance companies. We’ve got to have our own guts and stick to it.I think with managed care particularly, if we don’t set it up our way, then we getwhat we deserve, which is we get shoved around. I think again, it’s not just ourown well being that I’m thinking about, although relationships are very criticalto satisfaction. I think the parents really feel cared for and respected if youhave it set up so that they’re not just intruding all the time, which is the way weset it up now.

DR. MARON: In 1972, you and your colleague, Dr. Edward Tronick, established achild developmental unit at the Children’s Hospital in Boston, where you continue to beactive in teaching and research. It’s certainly grown since it began. Could you describethe background to its founding and its evolution since then?

DR. BRAZELTON: Yeah, it was, again, serendipity. The head of Children’s atthat point, Dr. Leonard Cronkhite, who was one of my patients. He was in oneday and I said, “You know, Len, nobody wants to send their kids to theChildren’s Hospital unless they’re desperate. They’d rather go to the MassGeneral or to the Floating Hospital where you could be with your kid all daylong, or you know, at least visit with them every day.” And he said, “Oh, my

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gosh, really? Well why don’t you come over and change it?” And so I talked toCharlie Janeway. He said, “Why don’t you come and change it?” We wereletting parents visit their kids for two hours on Saturday afternoon in thosedays. The kids started screaming on Thursday and screamed right throughuntil Tuesday. Nurses and doctors said, “See, parents aren’t good for sickkids.” Well, the obvious thing was that they were just desperate, thesechildren, and parents were desperate. So I went over in ’69 to try to change theatmosphere of the hospital, to become family friendly. I did it in a way that maybe worth telling you about because I think people can maybe use the model. Idecided that the only way to change it was to do two things. First, to doresearch to show that it mattered. The cardiologists and the cardiac surgeon letme do it, and so the research that I did was to show that if parents were therewith their kids who’d been through major surgery, these kids recovered morequickly, went home more quickly, got better quicker. That helped. And theother was that I got the heads of every department together once a month atmost, to decide how we change it. The nursing department, the PT [physicaltherapy] department, pediatrics, surgery, all of us came together in an effort tochange the atmosphere of the hospital. It took about three years to do that, butwe changed it and now it’s a very family friendly place. We have siblings on theward. We did all of the things that you could dream about, but it took a lot ofdetermination, a lot of effort. I was spending about half time doing it, the otherhalf still in practice.

But then in ’72, Margaret Mahoney at the Commonwealth Fund asked me tocome down and talk to her about nurse training. She told me what they weregoing to be doing to train nurses to be aware of child development and to beaware of family issues. and I said, “Oh Margaret, if we could only trainpediatricians that way,” and she said, “Well aren’t you?” I said, “No, we neverhear anything about that in our training.” And she said, “Well go back andtrain them.” And so she started me with enough money for fellowships. I tookTronick over from Bruner’s lab here at Harvard, he’s a psychologist, with me,and so we started the child development unit. She gave us a Cadillac model.We were able to do a lot of very important research with this model. We couldtrain people, we brought pediatricians here and trained them in childdevelopment. There are about 60 of them around the country now. And wealso could train nurse practitioners, which was a very important part of it. Sofor the next 20 years, we trained a lot of people in a two year fellowship in childdevelopment. After they finished their pediatric residency they came here andspent two years with us. It was a fascinating opportunity, and it really camefrom Margaret Mahoney, she was at Carnegie at that point, and then she wentto Robert Wood Johnson, and then to Commonwealth Fund, and she just saw toit that we had enough funds to do this right , it made it possible to train 60people. But gosh it was exciting. These young pediatricians would just come to

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us hungry for understanding children and parents as soon as you could convincethem, for instance, if you get anxious with the mother, is it your problem, or is ithers? Instead of taking it personally why don’t you say, “You know, she makesme anxious. Well, maybe she’s anxious.” Their eyes would widen. We eventalked one day about what it was like to interview both mother and father at thesame time. There were two women and two men in training. We wereunloading how it felt to have two parents in the room at the same time. Andfinally we got to the father. And the girls said, “You know, if I have a father inthe room I begin to feel like I’m seducing him, or that I’m into some sort ofheterosexual thing with him.” The men said, “I feel like we’re in some sort ofhomosexual situation.” These guys unloaded why it was so hard to have afather sitting there. As soon as they unloaded it, they could manage thosefeelings, and it was just like a miracle. We really addressed feelings in thosedays and really got them out there. You could see that the second you got themout there you weren’t at the mercy of them any longer. It was a fascinatingopportunity.

DR. MARON: You mention in the introduction to Touchpoints that the concept ofspurts and setbacks, dubbed by you as “touchpoints”, is something that evolved verygradually over time. How would you say your approach to developmental issues todaydiffers from your approach 40 years ago? What do you see as major differencesbetween the traditional pediatric approach to child development, and the touchpointsapproach?

DR. BRAZELTON: You really have done your homework, haven’t you? Mygosh, I’m amazed. I’ve always had the model of wanting to use the strengthsrather than the failures in parenting. That’s the most important thing that I’veever uncovered in my own practice, and I hope in my own teaching. If we goalong with the deficit model, people who are under stress are going to run fromyou. They don’t want to be identified as failures one more time. They alreadyknow it themselves. So that was really my model in practice, to work onpeople’s strengths, to back them up, to share them with them, and then get towhat was failing and we could reorganize it. Somewhere along the way, and I’mnot even sure where, I think maybe from the research, I began to realize thatthere were predictable times in a parent’s and a child’s development, thatparents fell apart. And then I realized the child had fallen apart first, and thenthe parents went with him. Why is he starting to suck his thumb again? Why ishe wetting the bed? Why is he lying, stealing, any of the things that kids do?And I began to look for times when these were, and it turned out of course thatthey were locked in to ages. And as soon as I began to realize that, I began torealize that there were predictable times in a child’s development that theywould regress or disorganize. Development went in a burst of learning, inleveling off and consolidating, and a burst. And just before each burst, there

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was this period of regression, falling apart. The parents fell apart too. And ifyou could be there to predict that this was going to happen, parents began tofeel empowered. They began to understand that regression was a veryimportant part of progress. I had a mother the other night in Indianapolis who,in 1500 people, stood up in the front row and said, “Do you remember me, Dr.B?” And I said, “Yes.” And she said, “Well, 30 years ago you took care of mykids in Cambridge, and you made two predictions and they both came true.” Isaid, “What were they?” She said, “When he was only two days old you playedwith my first baby with me and you said, ‘Ooh, he sure is feisty. He’s going tofuss every night for the first three months.’ And he did.” Well all of us inpediatrics know that 85% of them fuss every day, so it wasn’t much of aprediction. But I said, “What was the other one?” And she said, “Well, he wasonly two months old, and he was playing around your office, and you said, ‘Hehasn’t changed a bit. He’s going to be hell in the second year.’ And he was.”Well that’s 100%, you know, you can’t miss on that one. But this wholeconcept of predicting, and then joining parents in the job they have to do tomake these touchpoints work was just so powerful that I thought, “You know, ifpediatricians recognize that and set their well baby visits for those times, theycould make them pay off in ways that I don’t think we’ve even dreamed of.”There’s six of these touchpoints in the first year, three in the second, two eachyear after, and they’re on a map for normal kids. They’re like a map fordelayed kids too, but they’re on a different map. So I finally began to collectthem and put them together again with the help of my patients, and thenpublished it in that book.

Now we’re running training in using these vulnerable times for makingrelationships with people from all over the country to be trained in touchpoints.And we’re using them as a relational opportunity; each of these times therecomes a chance to make a relationship with parents. We’re having a fabuloustime. We trained people from ten different cities so far, and we’ve got fourmore coming in July. We are trying to change the paradigm in pediatricpractice from a deficit model to one in which we value strengths. We use thechild’s development as our language in reaching out to people. It works!

DR. MARON: You’ve traveled extensively, and studied child birth and child rearingpractices from places in America to the Zinacanteco Indians, and Zambia. You’vewritten extensively on your own experiences and on the experiences of others. Can youtell us how you developed your interest in cross-cultural research, and recall particularlymemorable experiences?

DR. BRAZELTON: Well, obviously I wanted to travel, and that’s what reallydrove me to do cross-cultural work. I really wanted to get around the world,coming from Waco, Texas. [laughs] It was awful attractive out there. The

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neonatal assessment really led me to do the cross-cultural work that I wasdoing. I was trying to see what was universal around the world in the way ofinfant behavior, and what was different from one culture to another. That reallyled me around the world. I was taking care of Margaret Mead’s grandchild,you know Margaret Mead, the anthropologist. I had just been offered thischance to go to New Guinea with Michael Rockefeller and Bob Gardner. So Iwas telling Margaret about it and she said, “Ooh, I don’t think you better go,”and I said “Why not?” And she said “Well first of all, no culture worth its saltwill let a man come in and play with a baby. You’d have to dress up and go indrag.” And then she looked me over and she said, “You look too succulent, Idon’t think I’d go.” [laughs] So she scared me off from New Guinea. But I didget a chance to go to Mexico, to the Zinacanteco, these Mayan Indians.Working with anthropologists down there I got a chance to see their new babiesand to see how fantastic they were, how different from Caucasian babies in thiscountry. They, at birth, in this cold climate, 8,000 feet high, would lie in front ofa fire, and have beautiful ballet-like movements of their arms, their legs, andbecause they were so low-keyed motorically, they could watch a red ball or turnto your voice for 30 minutes without a break. We can get three minutes out of aCaucasian baby and then he throws off a startle or tonic neck reflex to breakthis cycle of attention. I thought, “Gee this is something.” I began to try tofigure out whether it was intrauterine or genetic. You know, this is a crazyquestion now, that it’s both. Then we got a chance to go to Guatemala and seethese same babies who had been malnourished in the uterus, and they weresignificantly different. So we got a picture of what malnutrition meant to babiesin the uterus. Then I went to Greece, and then to Africa, and to Japan to studynewborns. Obviously trying to get around the world.

The marvelous thing is that babies are qualitatively different from one cultureto another, and because they’re so different they shape the culture aroundthem. For instance, in Africa they’re very powerful and motoric. They want toget going even as a newborn. We even have a picture of a two day old newbornupright, Ed Tronick’s holding him, and I offer him a red ball, which I carryaround with me, this two day old reaches out, grabs the ball with a one handedreach, and then looks at it like, “That’s what I meant to do.” Two days old.You know, absolutely incredible. Well, we say, “Yeah, but that was just luck.”Yeah, maybe it was, but you know maybe it had to do with motor excitementthat goes with black babies in Africa. Because they’re so exciting, mothersthere play with them all the time. And these kids just learn anything you wantthem to, if you play with them. And to me we have done something so terriblein this country in our attempt to meld everybody together. We’ve given up onthese marvelous strengths that the baby brings and pushed them under. We’vemade diversity into a negative rather than a positive. I’d like to study diversitysome day with touchpoints and wonder, how we’ve made people feel they were

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second rate if they were diverse. This neonatal work is really the reason I gotaround the world, and boy, you don’t have to speak languages. You just playwith their babies. I went to South Africa, before the revolution down there, andI said I would come if I could talk to black mothers as well as white, and theysaid, “Uh, all of your audiences will be mixed.” And I said, “You didn’t hearwhat I said. I know what mixed means down here. I want black audiences.”They said, “Oh we can’t get that many black people together.” And I said,“Then I’m not coming.” Well it took them a month, and then they called backand they said, “Well, we got you ten black audiences.” So I got into all thetownships down there. I didn’t know what to say to these women. They wereall desperate. Their husbands had been taken away from them. They werehaving to survive by leaving their kids in orphanages all day while they worked.I didn’t know how to talk to them, so I just took a baby and started playing withit. And of course as soon as I played with it, this baby followed me back andforth, and turned to my voice, and began to even reach for me, and these blackwomen lined up in a line and would rub up against me. You know why? Theywanted to rub the magic into their skins. They would line up in these long linesto rub up against me. We’ve got magic in our hands, and it was just so excitingto see. You didn’t need to speak their language, all you needed to do was usethe language of the baby.

DR. MARON: In reference to your cross-cultural studies, did you derive any particulartake-home messages for the stay at home pediatrician?

DR. BRAZELTON: Well, yeah. I think that the thing that I learned from themwas how universal most behaviors are in the newborn, and yet there is aqualitative difference from one genetic group to another that should berespected and given enough opportunity, enough backup, that parents willrespect the baby’s personality. For instance, black mothers will play with theirbabies more if I give them permission to do that. When I first came back fromAfrica, I’d say, “Why don’t you play with your baby more? He seems to loveit.” And she, the mother would say, “Oh, he’ll get too feisty.” “Well, too feistyfor what?” “He won’t fit in in first grade.” And I said, “First grade?” So theywere already dominated by the kind of thinking that [William] Shockley and[Richard] Herrnstein, people like that were up to. If you get too excitedmotorically you’re not going to be cognitive sufficient. Nuts. Asian babies arequiet and very sensitive, and they deserve to be treated that way. Our schoolsystem isn’t made that way. It’s made for people who are aggressive,competitive, and so I learned if we really want to give kids the best self-image,we’d better respect what they bring to it. This has been a message of mineever since, that if we wanted to as pediatricians, we could make diversitybecome a positive, but we’ve got to work on it. That’s the main thing I learned.The other thing was that it became so silly to me to say, “Is it nature or

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nurture?” It’s both. You know, right straight from the uterus, it’s both. InJapan, for instance, we found these quiet, gentle babies that I’d seen in MayanMexico. They were on the islands off the coast of Japan. They paid attentionto auditory and visual stimuli for significantly longer times at birth -- sometimes30 minutes at a time. But if you went to Tokyo it was cut in half. If you came toSan Francisco and looked at Japanese babies, it was cut way down to about 8minutes, from 30 to 8 minutes. And you say, “What’s different?” Well, theintrauterine conditions. Mothers walk differently in San Francisco from theway they walk on the islands of Kyushu. And so you could already see that itwas not only genes but it was also how those genes were shaped in the uterus.That led me to a kind of thinking about child development in general. That it’snot just the mother or just the baby, it’s the combination and how they handlewhat the given is. And it made me a lot more tolerant of what I ran into in theway of diversity.

DR. MARON: You’ve expressed concern in your writing about the effects of maternalsedation on mother-infant bonding. The concern you’ve expressed is supported byyour own research and that of others. Could you speak about your involvement in thisissue, and has the situation improved?

DR. BRAZELTON: Yeah, it’s changed enormously since I did that researchon maternal premedication back in the 60’s. I was seeing babies whosemothers had been given huge doses of drugs to make labor easy. In thosedays, they gave 200-300 milligrams of barbiturates, 75 of Demerol, and thesebabies were OK at birth, They had good Apgars, but then they went to thenursery and collapsed. Nursery nurses had to keep stimulating them all thetime, helping them suck out their mucus, all that. And they were significantlydepressed for seven days after birth, and so I documented that in a piece ofresearch. And Duncan Reid, who was the head of the Boston Lying In Hospitalat that point, met me in the hall and screamed at me down the hall. He said,“Brazelton, come here.” And so I went cowering up to him. He said, “You’veruined my career. I’ve been working all this time to keep mothers happythrough their labor and delivery, and you’ve wrecked it.” I said, “Dr. Reid, it’sthe babies who are the ones that are paying the price for this.” And you know,childbirth education groups were springing up, Lamaze, all those, and theypicked up on this research, and everything has changed. Now women have realcontrol over their own labor and their own delivery.

We have another piece of research showing that epidurals affect babies too,even though people say they don’t. They do. We’ve been looking at some ofthe effects of different things that we do, of thinking about them, on babies, youknow, like circumcision. What the hell have we been doing circumcisions as ifpain didn’t matter to a newborn. We finally developed a way of doing a circ

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[circumcision] without pain, but until you think about it you don’t really addressit. And this is where I think research can help us as practicing pediatricians.Once you think about it, you say, “Yeah, why didn’t I do that anyway?” This iswhat I think research can do for you.

DR. MARON: In Infants and Mothers, which is certainly also about infants andfathers, and again in the introduction to the new edition of Toddlers and Parents, youmentioned the importance of extended leave for new mothers and fathers, to getacquainted with their new infants. You mention in the preface of the new edition ofToddlers and Parents that the minimum is really four months to get beyond the initialhurdles. Though parental leave has become customary in countries with socializedmedicine, it seems fairly distant in our own. Can you speak about your activities andviews in this area?

DR. BRAZELTON: Well again, it comes from research. We did research thatled me to see that there were four stages of development in the mother-child,father-child bond, over the first four months. We could look at a film and tellyou which stage the mother and the baby were in or the father and the babywere in, up to four months. If they were that easy to tell about, weren’t theyalso that important to both the mother and the father and the baby? If theywere important, shouldn’t we be preserving it as a bond, rather than justthrowing mothers back into the work force or fathers back into the work forcewithout a chance to cement that bond between the baby and the parent? Thatresearch was really the base for the parental leave bill. Pat Schroeder andGeorge Miller and Chris Dodd in the Senate and the House were really open tothis. We began to fight for it ten years before we got it. But it really led to thebill that we have now, it just affects five percent of people. But it made everyCEO in this country wonder, “What am I doing to families in my organization?”So it had a spread effect that was very powerful. It really came from theresearch we’ve done. However, I don’t know whether you know that research.It’s face to face. We put a baby in a baby chair and asked the mother and thefather to go in and play with the baby. Over time, the baby and parent begin todevelop this expectancy between them. We can tell you by a finger or a toe ormouth or eyes or heartrate, by six weeks of age, whether the baby is interactingwith the mother or the father or a stranger. The baby’s behavior becomes sopredictable. Now if it’s that predictable, isn’t it something that ought to betreasured and valued? We fought to get parental leave so they could learnabout the baby’s behavior and how they fitted in to it.

DR. MARON: Day care is a topic you’ve discussed extensively in your books forparents. Could you discuss how you became involved in the day care issue, and whatyour efforts have been in this area?

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DR. BRAZELTON: I have the same bias that I think everybody in thiscountry has, that mothers ought to be at home, they ought not to be working.It’s a universal bias. It comes from attachment research, from all sorts ofsources. So I was beating up parents who were working, in my practice, for along time. Finally my three daughters, militant young women, said, “Dad, comeout of the last century. You’ve got to get with it if you’re going to be inpractice. You’ve got to help people, you can’t just beat them up.” And so Ibegan to think about it and I realized I was beating them up for leaving theirkids at a time when the children were so vulnerable. They were suffering fromleaving them too. And so I began to look at it more closely. This was 1978,maybe, or something like that, way back there. I began to realize that womenhad to work, either financially or psychologically, and that it was a condition webetter begin to face. So I began to look at what would make it easier for thechild and for the parent, and of course child care was where it went to. Infantday care has got to be optimized, or we’re going to destroy an awful lot ofchildren’s futures. As soon as you look at it, you can see it’s so easy to tell thedifference between a good day care situation and one that isn’t. So I began toget quite involved in optimizing child care.

I wish I’d been able to change the minds of people in Washington beforewelfare reform, because we’ve done it all wrong. It’s not going to work.Pushing women into the work force without taking care of their babies isdoomed to fail. Women who care about their babies aren’t going to stay in thework force for any longer than they absolutely have to, and if we’d done it theother way, if we’d looked at the kind of child care that we could provide them asa support system, then I think we could get women off welfare and into the workforce and it would be successful. But you know once you turn something likethat around, you see, “Oh my gosh I’ve been part of the problem all this time.”That was what I was, I was part of the problem, and so I’ve learned a lot.

DR. MARON: Again, as a child advocate, among your many activities you’ve beeninvolved in looking closely at television, the good and the bad of it. You served on theAAP’s Committee on Public Information, and you participated in the forum on media atthe 1970 White House Conference on Children. Please describe your involvement inthis issue.

DR. BRAZELTON: In television. I think my own kids showed me howdemanding television is for a child at a very early age. When they’re two orthree, sitting in front of a TV is so demanding that they come away exhaustedand disintegrated, and they’re cranky. Albert Bandura on the west coastshowed that by five they are much more at the mercy of imitating what they’vejust seen. They’re modeling on the kind of aggression or sex role acting outwith whatever they’ve just seen. So I really began to realize how powerful it

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was as a competitor for our children, way back in the early 70’s I guess. PeggyCharren, who runs Action for Children’s Television here, was a friend of mineso I got involved through her. I have been feeling that parents had better be incontrol of their children’s television or they’re going to have more than theycan handle as the kids get older. I was put on a commission last year, twoyears ago I guess, by the Clintons to look at prime time for kids. We’ve neverhad a meeting, because the prime time planners didn’t want to be controlled.Children come last in our thinking in this country. We’d better think about it aspediatricians. We’d better get in there and fight for our kids’ minds, which iswhat is being affected.

DR. MARON: Could you speak a bit about your involvement in Mrs. Clinton’s healthcare reform program?

DR. BRAZELTON: Well, I got to know her first, and met her before they gotto the White House. I liked her a lot. She spent a year in child development atYale when she was in law school there, working with Sally Provence, one of mycolleagues. I knew she knew a lot about children and about poor children,which is what she was working with at Yale. I really respected her for that. Igot to know her a little bit when she was working on the health care bill. Theyneeded me because, and it ought to be a challenge to every pediatrician, theycould not get Congress’ attention when we talked about preventive health care .You could say it to them and, “Oh yeah,” they’d nod, “Yeah.” But we’ve got tohave preventive health care. We can’t afford the kind of medicine we’ve gotnow, expensive bandaids. We need preventive health care. And we need toturn it back to people so they feel they’re in control of their own bodies.” Andthey’d nod away, but then they’d never do anything about it. And so I finallygot to Hillary and began to talk to her about it, and talk to her about thistouchpoints model of mine and how powerful it was to reach out for the 40% ofkids that aren’t getting any prevention. She heard me every inch of the way. Iwas working with her for the preventive aspect of whatever bill we got.

When it failed, she said something to me, two things, maybe. One thing wasabout lawyers. I said to her, “You know, we’re dominated by our fear ofmalpractice and lawyers. Have you done anything about putting a cap onthem?” She said, “Oh yeah, we’ve gotten them down to 50% of what they suefor.” I said, “Fifty percent, what are they getting now?” She said, “Seventypercent.” Did you know that? And then the other side was the preventiveaspect, and she said “It’s going to be ten years before we get anything any ofus want, and it’s time for you guys to get in there and fight for what you want.If you don’t, you’re going to end up with something that you don’t want and it’llbe your own fault.” And I thought, you know, that’s true. It’s up to us to getwhat we need and want. If we go on being managed by managed health care,

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it’s our own fault. We’ve got to be fighters. We know what we need and want,we can get it. The interesting thing to me is that Hillary feels she failed on thehealth care bill. I don’t. I feel she shook medicine right at its roots. They’vebeen running for cover ever since. And you know she did what the AMA[American Medical Association] should have done a long time ago, what theAcademy of Pediatrics should have done a long time ago, she put health careout there for people to take pot shots at. We may never get universal healthcare, but that’s what we really need.

DR. MARON: Could you describe your activities in the AAP, some of which we’vealready touched on?

DR. BRAZELTON: Yeah, I was very active in the AAP a while ago. Then Idon’t know, it just seemed like we didn’t get anywhere. It was, oh, in the 60’sand 70’s I guess. There was a very reactionary group in those days. I thinkthey’re a lot more progressive now and I wish I were still involved, but the kindof efforts I was into didn’t seem to be popular, you know. I was sort of a, not alone voice because there were other people like me that were fighting with me,Sprague Hazard, Morris Green, Julie Richmond, people like that, but nobodywas taking us very seriously. So I got sort of discouraged about working withthem and haven’t been very [active]. I was very active in the Society forResearch in Child Development, and in Zero to Three, the National Center forClinical Infant Programs. I was president of each of those. I had my hands fullwith other organizations that were more in line with what I was trying to do. SoI dropped out of the Academy’s activities maybe at the wrong time because I’dlove to be in on them now. They’re really much more proactive now than theywere 20 years ago.

DR. MARON: Where do you see them being proactive?

DR. BRAZELTON: Well I think they’re behind universal health care , andbehind preventive health care . Even Bright Futures, which was an effort that Iwas a little bit in on in the planning stage. To back up pediatricians, to addressdevelopmental issues, emotional issues, I think is a step in the right direction.It doesn’t go far enough, but it certainly is a step in the right direction. And allof that is new. You don’t realize it maybe because you haven’t been in practicethat long, but they’re more of a proactive organization now. I’m proud of them.

DR. MARON: Your award-winning Lifetime series, What Every Baby Knows, andequally award-winning video series, Touchpoints, have enabled you to reach parents allover the country and possibly the world. You described a bit about your foray intotelevision in the introduction to the book version of What Every Baby Knows, and yousay that though you had offers, you were hesitant to accept those that seemed maybe a

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little too Hollywood in their approach. I saw a program called Our Kids and the Bestof Everything, from 1987, which the AAP has on file, and that came to mind when Iread your description of the type of program you wouldn’t necessarily want to beinvolved in. Could you speak about your entry into television?

DR. BRAZELTON: Well it was just another serendipitous event. Thesepeople came to me from an organization in New York and said would I like to dotelevision. I said, “Well I didn’t think I have time.” You know, I had all thesedefenses against doing it because I was really scared of what my colleagueswould think of me getting so blitzy in front of the public. But fortunately, I didit, and it’s been the most wonderful thing I’ve ever done. Absolutely wonderful.That program, What Every Baby Knows, reaches people I never, never couldhave reached any other way. When I walk down the street, more minoritypeople recognize me than white middle class. Fantastic. I was walking throughthe airport the other day, and this black woman on her hands and kneesscrubbing the floor looked up and she said “Hey Doc, how are the babies?” Iwas walking down in the Bowery not too long ago. This homeless looking manwas coming toward me with his, what do you call, his, braids. So he was lookingat the ground, so I sure looked at the ground, and as we passed each other hesaid “I sure like your show, Doc.” And I said, “What? Do you watch it?” Hesaid, “Yeah, whenever I can find a TV with cable on it.” I said, “Oh my Lord,do you have kids?” He said “Yeah, right over in the corner of the bank, do youwant to meet her?” He took me over into this corner of the bank where thismound of dirty clothes and this homeless looking wife pulled out a beautiful fourmonth old baby and started talking to her, and of course she talked back. Andthen he turned to me and said, “Now give Dr. B,” she went “ooh” to me. Ithought how in the world would you ever reach people like that. I began to talkto him. He was one of these downsized people. He and his wife had beendownsized and they had no place to live. But you know, how would you everreach people without a medium like television. And so, here I am saying don’tlet kids watch TV, and yet it is the most powerful medium we’ve got so far. Ithink we ought to be fighting for using it properly. It’s so powerful.

DR. MARON: There are certain similarities between your career and that of your veryesteemed colleague, Dr. Spock. You both trained in both pediatrics and psychiatry, yetconsider yourselves first and foremost pediatricians. You both worked hard to de-mystify parenthood for parents, and to encourage parents to trust their own instincts. Inhis memoirs, Dr. Spock mentions you as the source of some major revisions in Babyand Child Care. And around 1980 he consulted you among others when he waslooking for an editorial collaborator for yet another edition of Baby and Child Care.Could you share some impressions of those times when your paths crossed? And didyou have any disagreements with Dr. Spock?

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DR. BRAZELTON: I took care of his grandchildren, I saw what his daughter-in-law went through to raise those kids, so if I came close to a disagreement itwas that. So that’s as close to a disagreement as I ever came, because Iadmire him tremendously. I think he changed pediatrics. He changedparenting in a very powerful way in the 40’s. We both, I think, were influencedby [Donald W.] Winnicott in England who was also a pediatrician and a childpsychiatrist but acted like a pediatrician and was interested in preventivepsychiatry. A wonderful, wonderful man. Every pediatrician ought to read hisstuff. Then along came Ben Spock and changed the model of parenting to amuch more child-oriented approach, much more sensitive to what parentsbrought with them, their strengths. I think he changed life for everybody in the40’s with his Baby and Child Care. He’s been a model for me all the way alongI think. I was scared of some of the things he did, like getting himself put in jailfor his political feelings. So when I began to be proactive politically, I began tothink, “Oh gosh, here I am doing the same thing I criticized him for,” but youknow, you’ve got to do it. We’ve got to. He’s 94 I guess now, and he’s still awonderful, wonderful man. I’ve been with him a lot. We’re friends now, withhis new wife, 40 years younger [laughs]. He comes to visit us every now andthen.

He taught me something that was very interesting. This is what an observerhe’s been all his life. He said, “You know, boy and girl newborns behavedifferently.” He was always good at picking out boys from girls when he wasteaching at Western Reserve, did you know that? He had an 80% hit rate.Nobody else got over 50%. And so I said. “Ben, how did you tell thedifference. Were you just guessing?” And he said, “Oh no, I was looking forcertain things. Little boys have curly hair or are more likely to. Little girls aremore likely to have straight hair. Little girls will have a lower forehead andboys a higher forehead. Little girls have a round face as newborns. Little boysa v-shaped face like their buttocks.” And then he said the most interestingthing of all. He said, “If you get a newborn looking at you, little girls and boyslook at you differently. A little girl looks at you with a long, low look. A littleboy looks at you with a rapid look and cutoff.” You know, as soon as he saidthat you realize that this is why parents do what they do. They go in slowly withthe little girl and you know, soothe her down because she’s looking at youslowly. Go into the boy like this and jazz him up. This is the kind of observerhe is. He’s a wonderful man.

DR. MARON: You’re now enjoying a very busy semi-retirement. Could you tell us alittle bit about some of your non-medical activities?

DR. BRAZELTON: Yeah, I’m not retired at all. I don’t want to; my wifedoesn’t even want me to. But she had to face it. She said, “Oh Lord, you’d

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drive me crazy if you were at home.” And I would. I’m a Type A personality,as you can easily see. But I’ve also had a chance to keep on with the kind ofwork that I got started in the child development unit at Children’s. I’vemanaged to survive there. Finally got a full professorship, and now they’ve gota Chair named for me at Harvard, which is incredible. I had to raise the moneyfor it, but at least it’s a Chair in Child Development in Pediatrics. So I hoped itwould lead other people to feel like they should include this in pediatric training.But more recently, I’ve done something that I felt very guilty about doing, but Irecommend it heartily. I’ve tied myself to a big major company and beenwilling to do what they asked me to do, which was to get on the internet undertheir aegis. I have a page on the internet which has 1400-1800 hits a day. Andby constructing it from my book Touchpoints people go on it, stay on it, gettheir answers, and get off. I don’t get more than one or two questions a week tohave to answer. So it’s serving its purpose. I’ve also done some infomercials,in which I don’t have to hold up diapers but they get held up after I dosomething constructive for people in the infomercial.

All in all they respected when I demanded that I didn’t want to sully myprofessional name. And in exchange they’ve given me enough money to run myprograms at Children’s, which are very important to me. One is the center forthe newborn assessment scale, which is now in use all over the world. We haveeight centers in Europe, three in the Orient, two in South America, eight in thiscountry for training people to use the scale, reaching out to parents, so that wasvery important. I’m still very involved in that. The other is the touchpointstraining. We’re training centers from around the country. They sendmultidisciplinary people to be trained over a week to use the touchpoints asopportunities for making relationships with hard to reach people. We’re findingit just changes the whole community. We’re having a wonderful time with thatprogram.

The third program is what I call my road shows. I go around the country and Ilecture at night to parents, usually 1500 or 2000 parents. The next day three ofmy colleagues join me and we use the day to bring together professionals. Andusually 300 or 400 of them come. What we’ve found with these road shows, wedo ten of them a year, is that the whole community comes together. The parentevening, they all come together, because they ask the same questions. Thenext day the professionals in the community come together. It brings wholecommunities together. These road shows are very powerful. We’ve had awonderful time with them, I’ve been doing them for about 12 or 15 years,something like that. They’re certainly important to me, and I think to otherpeople. We’re finding that about four major companies in this country are nowavailable to us for creating a family friendly situation. Optimal child care.Preventive health care. Improving education in the community. You know, this

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is where we’ve got to go in this country. We’re not going to get it out ofgovernment any longer. Maybe we will while the Clintons are there, but I doubtit. But if we can change this country to become family friendly, through bigbusiness, maybe we can save this country. I don’t see any other hope for us,but that’s one.

DR. MARON: You’re certainly a very prolific writer. Have you experimented withother types of writing? Are you working on your memoirs perhaps?

DR. BRAZELTON: No I don’t think I, my family says, “Don’t ever do thatdad.” I don’t think I’d ever do that. I’ve got about twelve books out for theadult. This year I was on the west coast. This four year old came up to me andhe said, “Dr. B why don’t you ever write a book for kids. You just write formommies”. I said, “I wouldn’t know what to write for kids.” He said, “Well Ican tell you something. Tell why I go to the doctor and what you’re looking for.Are you just looking for my badness?” And I thought, “My gosh, this is whykids are so vulnerable. They think we’re gonna find their badness.” A friendof mine from the west coast, Kathryn Barnard, a nurse in Seattle, was here, sheand I got to work on my eight year old grandson, and he drew the pictures forthe book. Then I wrote why, what we’re looking for, it’s been a hit. Kids arereally hungry to understand why they go to the doctor. Most of the writing thatI’ve done has either been professional or for parents. I’ve had a great timewith 27 books.

DR. MARON: Certainly one of the great bugaboos of the general pediatrician today isthe issue of attention deficit and hyperactivity. Pediatricians find themselves undertremendous pressure to medicate children referred to them by teachers, principals orschool nurses, before a thorough evaluation has been done. Insurers regard drugs asmore cost effective than counseling sessions or special education support. The result isover-medication of children. What do you see as the background and history for thispresent crisis, and what can pediatricians do?

DR. BRAZELTON: Well, I think we’ve always looked for easy ways out. Idon’t think that’s anything new. Medication is an easy way out if it works. Thetrouble is that with many of them medication won’t work. So you’re medicatingkids for something that’s really not doing them any good. So I think ADHD is avery important one for us to look at and say, “Hey, what are we missing?” Inmy own work in any psychosomatic disorder, like asthma or like almost anydisorder, in which the psychological is playing a major role as it does in ADHD,the biggest thing we’re going to lose is the child’s self image, and the child’simage of himself as competent. Also this fear that nobody knows how to helpme. Those two together are enough to destroy a child’s future self image. Ifwe work as pediatricians to preserve those two, couldn’t we turn around most

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disorders? With ADHD since probably 95% of them are not ADHD, but arejust anxious kids. Couldn’t we turn them around?

I’ve been looking at it this way. If we start early enough, and identify themearly enough, and I think we can - I even think we can identify them in the firstyear. We’ve got to be careful about that because of the labeling - but if wehave them identified by three and four years of age, as we certainly can, I’vebeen turning it back to parents. I’ve been saying, “You know, this kid needs toknow that we understand him and that he can understand himself and he canmanage this himself.” And they look at me like I’m crazy. So I say, “Now thisis what I want you to do. I want you to keep a chart of what he’s like when he’sOK, what he’s like just before he blows, what he’s like when he blows, and thenwhat he’s like afterwards.” They begin to realize, hey, he blows and then he’sfine, and he blows then he’s fine, and so when they finally get that under theirbelt at about four, I say, “Now let’s figure out how to cut off those peaks. Andjust before he blows, let’s help him change the subject. Let him fall back onsucking his thumb or twirling his hair or running around the room, whatever heneeds to break the cycle, and then bring him back and let him settle down tolearn. In the process he will learn that he can control himself.” By five, now,these kids are taking over. When they get to school, unless the teacherrespects what they’re doing, she can screw it up. So we’ve got to get toteachers too. But parents begin to capture this model and it works. It’s justlike smoothing out this kind of life for these kids.

I really got it from asthma. You can do the same thing with kids with asthma. Ifyou get to them before they get too frantic you can do something. You can say,“See, we know what to do.” They begin to know that we know. I make kidswith asthma, for instance, when I have had to give them a shot of adrenaline orwhatever, I say, “I want you to stay in the office for an hour.” Then in an hourI bring them in and I say, “How are you?” “I’m OK.” And I say, “Well whatmade you OK?” “Uh, I don’t know, I’m just OK.” “No, remember that shot?That’s why you’re better. We know what to do. You and I know what to do.”And if it’s been an oral medication, they have to sit there until they’re better.Then I say, “Now remember, next time, before you get so bad, tell yourmommy you need that medication.” I tell the mother she has to call me whenthis occurs the next time. So she calls. And I say, “Did he take hismedication?” “Yeah.” “Well let him get on the phone. Are you better?”“Yeah.” “Well why?” And then finally you can see it dawn, oh, it was themedication. Their asthma begins to diminish, you know, they’ve got it undercontrol. I think any time we have an asthmatic that has to go to the emergencyward for care, we have failed our mission. I’ve had one in my practice that Icouldn’t control, but the others, by starting early, we just got it beat. So, youknow, these are fascinating problems to me as a pediatrician. And we’ve got to

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beat them.

DR. MARON: Your book, The Earliest Relationship, was the result of acollaborative effort between yourself and infant psychiatrist Dr. Bertrand Cramer.Could you tell us a little bit about the story behind the preparation of this book?

DR. BRAZELTON: Well I’d written a book before that was called OnBecoming A Family, which really had my thoughts in it. And I was in Francegiving a Princess Napoleon lecture for the psychiatrists in France. When I wentup on the stage to give it, and there were about 5,000 of them there, I think, thehead of psychoanalysis in France said to me, “You’re the first American who’sever given this lecture, and we’re very nervous about you. Please don’t useyour hands when you speak and don’t say anything you’re not sure of.” And Isaid, “Dr. Libovici, you’re asking me not to do the things that every Frenchmandoes. He always uses his hands. He always says things he doesn’t knowanything about.” And Libovici laughed. Well, I gave the lecture and everybodyliked it, and so he said, “Now you ought to write a book with that in it. We needto know this in child psychiatry,” because this was all about infancy and theearly attachment. And so he sicced me on Bertrand Cramer. It took us fiveyears to write that book. He wrote about the psychiatric side of it. I wroteabout the pediatric side. But you know, we didn’t speak the same language.He comes from Switzerland, he was a psychiatrist. I was a pediatrician, thoughtin English. It was hard to get our thinking to come together. I think it’ssuccessful, but it was harder than I ever dreamed it would be.

Most of my books I’ve written alone because it’s so much easier. I love towrite. I’m not a writer but I just like to describe, and I recommend writing to allpediatricians. Because we have so many things happen to us that can bemeaningful. One gains an awful lot of insight by writing it down.

DR. MARON: Could you tell us a little bit about your hobbies?

DR. BRAZELTON: Well, antiques, I love to collect antiques. I like to playtennis, to sail, and fortunately I’m still able to do those things. I guess thatthose are about it. I like to travel. [laughs] And do research. I don’t like tojust travel, I like to go and get to know a country and get involved with people.And you can do that through their babies. It’s a universal language.

DR. MARON: Thank you very much.

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INDEX

—A—Action for Children’s Television, 18Africa, 14, 15Als, Heidi, 6American Academy of Pediatrics, 1, 19, 20American Medical Association, 19attention deficit disorder, 24

—B—Baby and Child Care, 21Bandura, Albert, 18Barnard, Kathryn, 24Boston Lying In Hospital, 16Bright Futures, 20Bruner, Jerome, 5Butler, Allan, 4

—C—Cambridge, Massachusetts, 1, 4, 5, 8Center for Cognitive Studies, 5Charren, Peggy, 18child psychiatry, 3, 4, 8, 25Children’s Hospital, Boston, 3, 4, 8, 9, 10, 22,

23circumcision, 16Civil War, 1Clinton, Hillary, 18, 19Columbia Medical School, 3Commonwealth Fund, 11Cramer, Bertrand, 25, 26Cronkhite, Leonard, 10

—D—day care, 17, 18deficit model (of health care), 3, 4, 12, 13Doctor and Child, 1, 7Dodd, Chris, 17

—E—epidurals, 16

—G—Gardner, Bob, 13Green, Morris, 20Guatemala, 14

—H—Harvard, 5, 11, 22Harvard Pediatric Study, 8Hazard, Sprague, 20

health care reform, 19Herrnstein, Richard, 15Horowitz, Francis, 6

—I—Infants and Mothers, 16intrauterine development, 6, 14, 15

—J—James Jackson Putnam Children's Center, 3Janeway, Charlie, 4, 10Japan, 14, 15

—K—Kyushu, 15

—L—Lester, Barry, 6Loeb, Dr., 3

—M—Mahoney, Margaret, 11Marlin, Texas, 1Massachusetts General Hospital, 3, 4, 10maternal sedation, 16Mead, Margaret, 13medical education, 3Mexico, 5, 14, 15Miller, George, 17

—N—National Center for Clinical Infant

Programs, 20Neonatal Behavioral Assessment Scale, 5, 6,

9, 23Nugent, Kevin, 6

—O—On Becoming A Family, 25

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Our Kids and the Best of Everything, 20

—P—parental leave, 17Piaget, 6preventive health care, 19, 20Princeton, 2Provence, Sally, 19

—R—Reid, Duncan, 16Richmond, Julius, 20Robey, Jock, 5, 8Rockefeller, Michael, 13Roosevelt Hospital, 2, 3Ross, Ralph, 5, 8

—S—Sameroff, Arnie, 6Schroeder, Pat, 17Shockley, William, 15Society for Research in Child Development,

20South Africa, 14Spock, Benjamin, 21

—T—television, 18, 20The Earliest Relationship, 25Toddlers and Parents, 16Touchpoints, 12, 13, 14, 19, 20, 22, 23Tronick, Ed, 6, 10, 11, 14

—U—U. S. Navy, 3universal health care, 19, 20University of Texas in Galveston, 3

—V—Virginia, 2visiting hours, hospital, 8, 10

—W—Waco, Texas, 1, 13welfare reform, 18What Every Baby Knows, 20Winnicott, Donald W., 21

—Z—Zero to Three, 20Zinacanteco Indians, 13, 14

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CURRICULUM VITAE

Name: T. Berry Brazelton, MDDate of Birth: May 10, 1918Place of Birth: Waco, Texas

Education:1940 A.B., Princeton University1943 M.D., Columbia University

Honorary Degrees:1987 Doctor of Science, Russell Sage College, Troy, New York1990 Doctor of Humane Letters, Northeastern University, Boston1991 Doctor of Education, Wheelock College, Boston1991 Doctor of Science, Wheaton College, Norton, Massachusetts1992 Doctor of Public Service, Cedar Crest College, Allentown,

Pennsylvania1992 Honoris Causa, Highest Honorary Degree, University of Lisbon,

Portugal1994 Doctor of Science, Loyola University of Chicago, Chicago, Illinois1994 Doctor of Science, Tufts University, Medford, Massachusetts1995 Doctor of Science, University of Massachusetts, Dartmouth,

Massachusetts

Postdoctoral Training: Internship and Residencies:

1944-1945 Medical Intern, Roosevelt Hospital, New York1945-1957 Medical Assistant Resident, Massachusetts General Hospital, Boston1946-1947 Assistant in Pediatrics, Harvard Medical School, Boston1947-1948 Resident in Pediatrics, The Children’s Hospital, Boston1950-1953 Assistant in Pediatrics, Harvard Medical School, Boston

Research Fellowships:

1947-1951 Training Fellow (Child Psychiatry), James Jackson Putnam Children’sCenter, Roxbury

1948-1950 Research Fellow (Child Psychiatry), Harvard Medical School, Boston

Licensure and Certification:

1947 Massachusetts Medical License

Academic Appointments:1953-1966 Instructor in Pediatrics, Harvard Medical School1956-1957 Lecturer in Pediatrics, Yale University Medical School1956-1957 Lecturer in Pediatrics, Cornell Medical School1957-1961 Lecturer in Pediatrics, Boston University School of Social Work

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1966-1969 Clinical Associate in Pediatrics, Harvard Medical School

31

1967-1971 Research Associate and Lecturer, Center for Cognitive Studies,Harvard University

1969-1972 Assistant Clinical Professor of Pediatrics, Harvard Medical School1972-1989 Chief, Child Development Unit, The Children’s Hospital, Boston1972-1986 Associate Professor of Pediatrics, The Children’s Hospital, Harvard

Medical School1986-1988 Clinical Professor of Pediatrics, the Children’s Hospital, Harvard

Medical School1988 Adjunct Professor of Psychiatry, Human Behavior and Pediatrics,

Brown University1988-Present Professor of Pediatrics, Emeritus, Harvard Medical School and

Children’s Hospital, Boston1990-Present Visiting Scholar, Child Study Center, Brown University

Hospital Appointments:

1967-1971 Senior Associate in Medicine and Coordinator of Patient Care, TheChildren’s Hospital, Boston

1967-1988 Active Pediatric Staff, Mount Auburn Hospital, Cambridge1971-Present Senior Associate in Medicine, The Children’s Hospital, Boston1972-1988 Chief, Division of Child Development, The Children’s Hospital, Boston1977-Present Pediatrician, Active Staff, Boston Hospital for Women, Boston1981-Present Associate Pediatrician, Beth Israel Hospital, Boston1992-Present Board of Advisors, Center for Physician Development, Beth Israel

Hospital, Boston, Massachusetts

Other Professional Positions and Major Visiting Appointments:

1967-1970 Board of Directors, American Association for Child Care in Hospitals1968-1975 Consultant, International Childbirth Education Association1969-1971 Chief, Good Samaritan Convalescent Unit, The Children’s Hospital,

Boston1970-1972 Chairman, Section on Child Development, American Academy of

Pediatrics1971-1975 Long-Range Planning Committee, Society for Research in Child

Development1973-1978 Staff of Mather House, Harvard University, Cambridge1974-1978 Corporation of Mount Auburn Hospital, Cambridge1975-1979 Board of Governors, Society for Research in Child Development1975-1977 Director, National Center for Infant Mental Health, Washington, DC1976-Present Director, Medical Institute, Johnson & Johnson Institute for Pediatric

Service1976-1978 Consultant, German Marshall Fund, Washington, DC1977-1988 Pediatric Consultant, Radcliffe Child Care Center, Cambridge1977-1978 Clausen Visiting Professor, University of Rochester Medical School1981-1987 Board of Directors of International Study Center for Children and

Family, Greece1983-1984 Consultant, Erikson Institute, Chicago

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1983-Present Consultant, Atrium School, Watertown, Massachusetts1984-Present Advisor to Mailman Family Foundation, White Plains, New York1992 Advisory Board, Parent Infant Clinic, School of Mental Health,

University of London, England1993-1998 Advisory Council, Save the Children (USA)

Awards and Honors:

1971 Child Study Association of America Award, Infants and Mothers:Individual Differences in Development

1972 The Council on International Non-Theatrical Events Award, Newborn1972 Certificate of Merit, The Children Who Can’t Sit Still, The

Associationfor Children with Learning Disabilities

1973 Cine Golden Eagle Award for Education Development Center, Gabriel1975 Honorary Founder Award, The Association for Child Care in Hospitals1976 First recipient, Lula O. Lubchenco Award in Family Medicine,

University of Colorado1976 Third Annual Lecture in Memory of Harry Bakwin, M.D., New York

University1977 Medal of Outstanding Service to Children, Parents’ Magazine1977 Clausen Visiting Professor, University of Rochester Medical School1978 Frederick A. Packard Lecturer, Pediatric Society of Philadelphia1978 Alpha Omega Alpha1978 Helen Ross Lecture, Chicago Psychoanalytic Society1978 Outstanding Contribution to Children, Massachusetts Psychological

Association1978 Film Award: Brazelton Neonatal Assessment Scale , American

Journal of Nursing1978 John F. Kennedy Memorial Lecturer, Georgetown University1978 Strothers Lecturer, University of Washington School of Nursing1978 First Prize: Newborn, American Film Festival1978 Selection for film Newborn, American Psychological Association1979 Henry Kempe Lecturer, University of Colorado Medical School1979 W.K. Kellogg 50th Anniversary Lecture, American Public Health

Association Annual Meeting1980 Citation from the Governor of Massachusetts, “In recognition of

contribution to the urgent needs of refugees”1980 Arthur Reieri Lecture, Mott Foundation1980 First Francis C. MacDonald Memorial Lecturer, Concord,

Massachusetts1981 Harriet Elliott Lecturer, University of North Carolina at Greensboro1981 Amberg-Helmholz Lecturer, Mayo Clinic, Rochester, Minnesota1981 Margaret Mahler Lecturer, Department of Psychiatry, Medical College

of Pennsylvania1981 Lucille Lewis Memorial Lecture, Tennessee Association for the

Education of Young Children1981 Edith Buxbaum Memorial Lecture, Psychoanalytic Society, Seattle,

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Washington1981 Ramana Memorial Annual Lecture, Department of Psychiatry,

University of Oklahoma1982 Henry Goldberg Memorial Lecturer, Cornell Medical School1982 Lowell Lecture, Cambridge Forum, Cambridge, Massachusetts1982 Dreyfus Memorial Lecturer, Michael Reese Hospital, Chicago1983 Earl Hayes Baxter Lecturer, Columbus Children’s Hospital, Columbus,

Ohio1983 Amos Kendall Lecturer, Galaudet College, Washington, DC1983 C. Anderson Aldrich Award, American Academy of Pediatrics.1984 Arthur Parmalee Lecturer, University of California, Los Angeles1984 Honorary Board, Boston Institute for the Development of Infants

and Parents1984 Honorary President, Equal Opportunity Fund, Jerusalem, Israel1984 R. B. Miller Memorial Lecture in Neonatology, Beth Israel Hospital,

Boston1984 Loretta Bender Lecturer, Queens Children’s Psychiatric Center, New

York1984 McIver Furman Lecture, Del Mar College, Corpus Christi, Texas1985 Honorary Member, Association for the Care of Children’s Health1985 Phyllis Lewander Memorial Lecture, National Children’s Hospital,

Washington, DC1985 Winkelman Award, Philadelphia Psychiatric Center1986 Mead Johnson Visiting Professor, University of New Mexico1986 Lowell Glasgow Memorial Professor, University of Utah1986 Perinatal Society of Texas Lecturer, Levelland, Texas1986 Mac Birdsong Lecturer, University of Virginia Medical School,

Charlottesville1986 Margaret Williams Memorial Lecture, SUNY Upstate Medical School,

Syracuse, New York1986 Eli Friedman Memorial Lecture, Boston City Hospital, Boston1987 Hershenson Lecturer, Boston Hospital for Women, Boston1988 Westinghouse Award for Science Journalism-Michelle Trudeau’s

National Public Radio, Newborn1988 Massachusetts School Psychologists Association Award: Parent

Advocate of the Year1988 Cum Laude Lecturer, Episcopal High School, Alexander, Virginia1988 President, National Center for Clinical Infant Programs1988 Schonell Memorial Lecture, Royall Children’s Hospital,

Queensland, Australia1988 The Edward J. O’Donnell Lecture, “Stress and Supports for Families

of the 1980s,” Marquette University1988 Merle J. Carson Lecturer, Ch. IV, California Academy of Pediatrics,

Orange County, California1988 Cine Golden Eagle Award, To Make a Difference: Film for Nurses,

Ross Labs, Columbus, Ohio1988 Nominated for Ace Award Best Informational Host, Lifetime, Cable

TV

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1988 Brigid Butterfield Lecturer, Children’s Hospital, Denver, Colorado1989 Woodrow Wilson Award for Outstanding Public Service, Princeton

University1989 Parent Advocate Award, Massachusetts School Psychologists

Association1989 Cynthia Longfellow Lectures, Sarah Lawrence College, Bronxville,

New York1989 Honorary Member, Catalonian Pediatric Society, Barcelona, Spain1990 Visiting Professor, Ft. Worth Children’s Hospital, Ft. Worth, Texas1990 Infant Mental Health Advocacy, First T. Berry Brazelton Mental

Health Advocate Award, to be given biannually to advocate for childrenin

Texas1990 John Welch Visiting Professor, University of California, San Diego1990 Ace Award for What Every Baby Knows, Best Educational Program

on Cable for Parents, Nomination for Best Host1990 American Medical Writer’s Association Award: Finding a Comfortable

Voice Aids in Patient Interaction for Physician Educator1991 Association for the Care of Children’s Health T. Berry Brazelton

Lectureship, Washington, DC1991 Blanche F. Ittleson Award for Service to Children and Families,

American Orthopsychiatric Association, Toronto1991 Children Action Network, Los Angeles, Speech to Hollywood Writers’

Guild1991 Small Miracle Award, Center for Autistic Children, Philadelphia,

Pennsylvania1991 Kathy Newman Memorial Lecture, Tulane Pediatric Society, New

Orleans, Louisiana, “Opportunities for Early Intervention”1991 American Psychiatric Association Lecture1991 Honorary Member, New York Council for Psychoanalytic Therapists,

New York1991 Honorary Member, Society for Psychoanalytic Training: Award for

Distinguished Writers1991 Honorary Co-Chairman, Children’s Festival, Boston Area Educators

forSocial Responsibility, Boston

1991 Award for Public Service, Action for Boston Community Development,Boston

1991 Father of the Year, Father’s, Inc., Boston1991 Jerome S. Bruner Award, Please Touch Me Institute, Philadelphia,

Pennsylvania1991 Champion for Children Award, Variety Preschoolers Workshop,

Syosset, Long Island, New York1992 Silver Medal for Videotape Series for Touchpoints, New York Film

Festival1992 Distinguished Child and Family Advocate Award, Sidney Albert

Institute, State University of New York, Albany, New York1992 Honorary Member, Freudian Society and Psychoanalytic Training

35

Institute of New York1992 Honorary Member, Chair #14, Portuguesa de Portadores Tressomia,

Lisbon, Portugal1992 Board Member, Fathers, Inc., Boston1992 Camille Cosby Award, Judge Baker Children’s Center, Boston,

Massachusetts1992 Golden Apple Award for Touchpoints videotape series, National Film

Festival, New York1992 Eric Denhoff Lecture, Rhode Island Hospital for Women and Children

and Meeting Street School1992 Cine Golden Eagle Award for Touchpoints videotape series,

Washington, DC1992 Gold Award for Videotapes, for Touchpoints, Cinema Worldfest,

Houston, Texas1992 Max Rosenn Lecture in Law and Humanities, Wilkes-Barre University,

Wilkes-Barre, Pennsylvania1993 Distinguished Scientist Award for Public Policy, Society for Research

in Child Development1993 Edith G. Neisser Memorial Lecture, Institute for Psychoanalysis,

Chicago, Illinois1993 Award for Distinguished Contribution to Public Policy for Children,

Society for Research in Child Development1993 Nomination for Daytime Emmy Award for What Every Baby Knows1993 Award for Commitment to Children and Families, Advisory Council of

the Office for Children, Commonwealth of Massachusetts1993 Alan Marks Memorial Lecture, Department of Pediatrics and

Psychiatry, Boston Floating Hospital1994 Nomination for Ace Award for What Every Baby Knows1994 Honorary Member, National Association of Pediatric Nurse

Practitioners1994 10th Anniversary Award for a Lifetime of Family Advocacy, The

Boston Parents’ Paper1994 Isabella Graham Award for Public Service, Graham Wyndham

Services, New York1994 Bessie Rothschild Lecture, 92nd Street Y, New York1994 Emmy Award for Daytime Host, Educational Series1994 Prudential Center Honor for Contributions to the Lives of Bostonians1994 Reuben Fine Memorial Lecture, New York Psychoanalytic Society1994 Nomination for Emmy Awards for Daytime Host, Education Series,

and for What Every Baby Knows1995 C. Everett Koop Health Advocate Award, American Society for

HealthCare Marketing and Public Relations

1995 Award for 10 years as Contributing Editor, Family Circle Magazine1995 Lowell Lecture, Suffolk University1995 Fowler Lecturer, Louisiana State University, New Orleans1995 Parents as Teachers Child and Family Advocacy Award, St. Louis,

Missouri

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Major Committee Assignments:

1960-1968 Advisory to Spurwick School, Portland, Maine1968-1969 Member, Consultant Board, Joint Commission for Mental Health1972-Present Board of Visiting Fellows, Wheelock College, Boston1975-Present Trustee, Johnson & Johnson Institute for Pediatric Service1977-Present Board of Directors, National Center for Clinical Infant Programs1977 Board of the Joint Conference Committee, Boston Hospital for Women1979-1982 Governor’s Advisory Council on the Family, Boston1980-1982 Cambodia Crisis Committee, Washington, DC1980-1984 Advisor to National Anthropological Film Center, Smithsonian

Institute, Washington, DC1981-1987 Board of Directors, International Study Center for Children and

Families, Athens, Greece1984 Corporation, U.S. Committee for UNICEF1984-1988 March of Dimes, Social Research Committee1985 Advisory Board, Women’s Action for Nuclear Disarmament1985 Advisory Board, U.S. Friends of Inter American Children’s Institute1985 Board of Directors, Neonatal Intensive Care Unit Parent Support, Inc.1985 Scientific Advisory Board, World Association for Infant Psychiatry1986 Governor Dukakis’ Special Commission for the Study of Providing

Parental Leave1988 Co-Chairperson, Parent Action for Parent Power1988-1991 National Commission on Children, Appointed by the Speaker of the

House of Representatives1988-Present Committee on Minority Participation, Society for Research in Child

Development1989 Advisory Committee, National Children’s Day1989-Present Board of Directors, Parents As Teachers, Missouri Board of Education1990-Present Early Childhood Intervention Advisory Committee, U.S. West

Foundation, Englewood, Colorado1991-1995 Advisory Board, National Council of Jewish Women1991-Present Planning Committee to Link Child Care and Education, Child Care

Action Campaign, New York1991 Special Advisor, Mayor’s Council for Children, Youth and Families,

Cambridge, Massachusetts1991 Board of Directors, Avance, Family Support Systems for Minority

Groups, San Antonio, Texas1991 Advisory Board, Connecticut Campaign for Children1991-Present Advisory Committee for Nutrition-Cognition Institute, Tufts University, Medford, Massachusetts1992 National Advisory Board, Institute for Family Centered Care,

Bethesda, Maryland1992` Honorary Chairman, Association for Care of Children’s Health1992-1993 Governor’s Advisory Council, Special Commission on Foster Care,

Massachusetts Department of Social Services, Boston Massachusetts1992-1995 National Advisory Council, Hoff Foundation for Mental Health, Austin,

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Texas1993 Honorary Co-Chair, 1993 Membership Fund Campaign, Association

for the Care of Children1993 National Sponsor, National UNICEF Day, United States Committee for

UNICEF1993 Advisory Panel Member, Children’s Rights Council1993 Advisory Committee, U.S. Program, Save the Children1993 Honorary Membership, American Psychoanalytic Society

1993 Board of Advisors, The Endowment for Children in Crisis, Boston, Massachusetts

1993-Present Statewide Advisory Council, Office for Children, State of Massachusetts

1994-Present Advisory Board, Save the Children1994-Present Advisory Board, United Way, Zero to Six Project1994-Present Commission on Children 3-4, Massachusetts Office of Education1994-Present Advisory Board, UNICEF U.S. Committee1994-1996 Board of Visitors, Dimock Community Health Center, Roxbury,

Massachusetts1994-Present Board of Directors, Family and Work Institute1994-Present Board of Directors, Public Voice for Food and Health Policy1994-Present Advisory Board, Reach Out and Read Program, Boston City Hospital1995-Present Advisory Board, Kohl/McCormick Early Childhood Teaching Awards1995-Present Advisory Council, Children’s Education Television under Secretary of

Commerce, Washington, D.C.

Editorial Boards:

1968-1972 Child Development1968-1972 Science1986-Present Zero to Three1988-Present Journal of Infant Mental Health1994-Present Children’s Health Care: Journal of the Association for the Care of

Children’s Health

Memberships, Offices and Committee Assignments in Professional Societies:

1957-Present American Academy of Pediatrics1969-Present Society for Research in Child Development1969-Present National Association for Education of Young Children1967-Present Association for Care of Children’s Health1967-1970 Board of Directors, Association for Child Care in Hospitals1970-1974 Public Information Committee, American Academy of Pediatrics1970-1972 Chairman, Section on Child Development, American Academy of

Pediatrics1971-1975 Long-Range Planning Committee, Society for Research in Child

Development

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1975-1992 Board of Governors, Society for Research in Child Development1980-1984 Committee on Psychosocial Development of Children and Families,

American Academy of Pediatrics1983-Present Society for Behavioral Pediatrics1983-Present Advisor, Society for Developmental and Behavioral Pediatrics1985-1987 President-Elect, Society for Research in Child Development1987-1989 President, Society for Research in Child Development1988-1991 President, National Center for Clinical Infant Programs1993-Present Family-Centered Care, Washington, D.C.

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Major Research Interests:

1. Developmental processes in normal and “at-risk” infants2. Assessment of neonatal behavior3. Intervention with “at-risk” infants--premature and small for gestational age infants4. Development of early mother-infant interaction5. Cross-cultural studies of infant behavior6. Touchpoints7. Neonatal Behavioral Assessment Scale

Principal Clinical and Hospital Service Responsibilities:

1967-1981 Senior Associate in Medicine and Coordinator of Patient Care, The Children’s Hospital, Boston

1971-Present Senior Associate in Medicine, The Children’s Hospital, Boston1972-1988 Chief, Division of Child Development, The Children’s Hospital, Boston1977-Present Pediatrician, Active Staff, Boston Hospital for Women, Boston1981-Present Associate Pediatrician, Beth Israel Hospital, Boston1994 Founder, Brazelton Center for Infants and Parents, Child Development

Unit, Children’s Hospital, Boston1995 Founder and Director, Touchpoints Project, Child Development Unit,

Children’s Hospital, Boston

Publications

Articles:

1. Brazelton, T. B., R. Holder, and R. Talbot. “Emotional aspects of rheumaticfever,” Journal of Pediatrics 43 (1953): 339.

2. Brazelton, T. B. “The pediatrician and hysteria in childhood,” Nervous Child 10

(1953): 306. 3. Brazelton, T. B. “Sucking in infancy,” Pediatrics 17 (1956): 400. 4. Brazelton, T. B. “Psychophysiological reactions in the neonate I, Value of

observation of the newborn,” Journal of Pediatrics 58 (1961): 508. 5. Brazelton, T. B. “Psychophysiological reactions in the neonate II, Effects of

maternal medication on the neonate and his behavior,” Journal of Pediatrics 58(1961): 513.

6. Brazelton, T. B. “Observations of the neonate,” Journal of the American

Academy of Child Psychiatry 1 (1962): 38. 7. Brazelton, T. B. “A child oriented approach to toilet training,” Pediatrics 29 (1962):

579-588.

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8. Brazelton, T. B. “Crying in infancy,” Pediatrics 32 (1963): 931-937. 9. Brazelton, T. B. “The early mother-infant adjustment,” Pediatrics 32 (1963): 931-

937. 10. Brazelton, T. B. “An example of imitative behavior in a nine-week-old infant,”

Journal of the American Academy of Child Psychiatry 3 (1964): 53. 11. Paine, R. S., T. B. Brazelton, D. F. Donovan, and E. M. Sears. “Evolution of

postural reflexes in normal infants and in the presence of chronic brain syndromes,”Neurology 14 (1964): 1036-1048.

12. Brazelton, T. B., and J. S. Robey. “Observations of neonatal behavior: The effect

of perinatal variables, in particular that of maternal medication,” Journal of theAmerican Academy of Child Psychiatry 4 (1965): 613-637.

13. Brazelton, T. B., M. L. Scholl, and J. S. Robey. “Visual responses in the newborn,”

Pediatrics 37 (1966): 284-290. 14. Gifford, S., B. J. Murawski, T. B. Brazelton, and G. C. Young. “Differences in

individual development within a pair of identical twins,” International Journal ofPsychoanalysis 47 (1966): 261-268.

15. Brazelton, T. B. Letter to editor: American Association for Child Care in Hospitals,

Pediatrics 40 (1967): 471. 16. Brazelton, T. B., J. S. Robey, and G. A. Collier. “Infant development in the

Zinacanteco Indians of southern Mexico,” Pediatrics 44 (1969): 274-290. 17. Brazelton, T. B. “Multidisciplined patient care rounds,” Pediatrics 43 (1969): 469. 18. Brazelton, T. B. “Effect of prenatal drugs on the behavior of the neonate,”

American Journal of Psychiatry 126 (1970): 1261-1266. 19. Brazelton, T. B., G. G. Young, and M. Bullowa. “Inception and resolution of early

development pathology: a case history,” Journal of the American Academy ofChild Psychiatry 10 (1971): 124-135.

20. Brazelton, T. B. “White House Conference on Children: personal reflections,”

Clinical Pediatrics 10 (1971): 510-511. 21. Brazelton, T. B. “Implications of infant development among the Mayan Indians of

Mexico,” Human Development 15 (1972): 90-111. 22. Brazelton, T. B. “Effect of maternal expectations on early infant behavior,” Early

Child Development and Care 2 (1973): 259-273. 23. Brazelton, T. B. “Assessment of the infant at risk,” Clinical Obstetrics and

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Gynecology 16 (1973): 361-375.

24. Brazelton, T. B. “Does the neonate shape his environment?” Birth DefectsOriginal Article Series 10 (1974): 131-140.

25. Als, H., and T. B. Brazelton. “Comprehensive neonatal assessment,” Birth and

the Family Journal 2 (1975): 3-11. 26. Brazelton, T. B. “Symposium on behavioral pediatrics. Anticipatory guidance,”

Pediatric Clinics of North America 22 (1975): 533-544. 27. Brazelton, T. B. “Letter: Psychological problems of Vietnamese orphans,”

Pediatrics 56 (1975): 485. 28. Brazelton, T. B. Discussion: “Effects of nutrition on maternal-infant interaction,”

Pediatric Proceedings, American Society for Exceptional Biology 34 (1975): 7. 29. Brazelton, T. B., and H. Als. “Clinical uses of the Brazelton Neonatal Scale,” Birth

and the Family Journal 2 (1975): 12. 30. Brazelton, T. B., W. B. Parker, and B. Zuckerman. “Importance of behavioral

assessment of the neonate,” Current Problems in Pediatrics 7 (1976): 1-82. 31. Brazelton, T. B. “Listening to toddlers,” Journal of the Association for Care of

Children in Hospitals 4 (1976): 17. 32. Brazelton, T. B., B. Koslowski, and E. Tronick. “Neonatal behavior among urban

Zambians and Americans,” Journal of the American Academy of ChildPsychiatry 15 (1976): 97-107.

33. Brazelton, T. B. “The parent-infant attachment,” Clinical Obstetrics and

Gynecology 19 (976): 373-389. 34. Als, H., E. Tronick, B. Lester, and T. B. Brazelton. “The Brazelton Neonatal

Behavioral Assessment Scale (BNBAS),” Journal of Abnormal ChildPsychology 5 (1977): 215-231.

35. Tronick, E., H. Als, and T. B. Brazelton. “Mutuality in mother-infant interaction,”

Journal of Communication 27 (1977): 74-79. 36. Adamson, L., H. Als, E. Tronick, and T. B. Brazelton. “The development of social

reciprocity between a sighted infant and her blind parents: A case study.” Journalof the American Academy of Child Psychiatry 16 (1977): 194-207.

37. Brazelton, T. B., E. Tronick, A. Lechtig, R. Lasky, and R. E. Klein. “The behavior

of nutritionally deprived Guatemalan infants,” Developmental Medicine and

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Child Neurology 19 (1977): 344-372. 38. Tronick, E., S. Wise, H. Als, L. Adamson, J. Scanlon, and T. B. Brazelton.

“Regional obstetric anesthesia and newborn behavior: Effect over the first ten daysof life.” Pediatrics 58 (1976 ): 94-100.

39. Brazelton, T. B. “Reaching out to new parents,” Children Today 27 (1978). 40. Brazelton, T. B. “The Brazelton Neonatal Behavior Assessment Scale:

introduction.” Monographs of the Society for Research in Child Development43 (1978): 1-13.

41. Brazelton, T. B. “The remarkable talents of the newborn” Birth and the Family

Journal 5 (1978): 187-191. 42. Brazelton, T. B. “Future care of the infant,” Birth and the Family Journal 5

(1978): 242-245. 43. Brazelton, T. B. “Behavioral competence of the newborn infant,” Seminars in

Perinatology 3 (1979): 35-44. 44. Tronick, E., H. Als, L. Adamson, S. Wise, and T. B. Brazelton. “The infant’s

response to entrapment between contradictory messages in face-to-faceinteraction,” Journal of the American Academy of Child Psychiatry 17 (1978):1-13.

45. Als, H., and T. B. Brazelton. “Assessment of the behavioral organization in a

preterm and a full-term infant,” Journal of the American Academy of ChildPsychiatry 20 (1981):

46. Brazelton, T. B., Y. Tryphonopoulou, and B. M. Lester. “A comparative study of

the behavior of Greek neonates,” Pediatrics 63 (1979): 279-285. 47. Als, H., E. Tronick, L. Adamson, and T. B. Brazelton. “The behavior of the full-

term but underweight infant,” Developmental Medicine and Child Neurology 18(1976): 590-602.

48. Brazelton, T. B. “Do children have the right to love, affection and understanding?”

Psychiatric Annals (1979): 9-13. 49. Brazelton, T. B., and H. Als. “Four early stages in the development of mother-

infant interaction,” Psychoanalytic Study of the Child 34 (1979): 349-369. 50. McCarthy, J. T., and T. B. Brazelton. “Advances in pediatrics: Neonatal

Behavioral Assessment Scale,” Drug Therapy (1980). 51. Tronick, E., H. Als, and T. B. Brazelton. “Monadic phases: A structural descriptive

analysis of infant-mother face-to-face interaction,” Merrill-Palmer Quarterly 26

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(1980): 3.

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52. Telzrow, R. W., D. M. Snyder, E. Tronick, H. Als, and T. B. Brazelton. “Thebehavior of jaundiced infants undergoing phototherapy,” Developmental Medicineand Child Neurology 22 (1980): 317-326.

53. Als, H., E. Tronick, and T. B. Brazelton. “Affective reciprocity and the

development of autonomy: The study of a blind infant,” Journal of the AmericanAcademy of Child Psychiatry 19 (1980): 22-40.

54. Brazelton, T. B. “Infant adoption,” Children Today (1980): 6-9. 55. Snyder, D. M., R. Telzrow, and T. B. Brazelton. “Effects of phototherapy on

neonatal behavior,” Pediatric Research 10 (1980): 432.

56. Als, H., and T. B. Brazelton. “A new model of assessing the behavioralorganization in preterm and fullterm infants: two case studies,” Journal of theAmerican Academy of Child Psychiatry 20 (1981): 239-263.

57. Dixon, S. D., M. Yogman, E. Tronick, L. Adamson, H. Als, and T. B. Brazelton.“Early infant social interaction with parents and strangers,” Journal of theAmerican Academy of Child Psychiatry 20 (1981): 32-52.

58. Brazelton, T. B., and H. Als. “Quatre stades precoces au cours de developpementde la relation merenourrisson,” La Psychiatrie de l’Enfant 24 (1981): 397.

59. Brazelton, T. B. “Comportement et competence du nouveau né,” La Psychiatriede l’Enfant 24 (1981): 375-396.

60. Parker, S., and T. B. Brazelton. “New born behavioral assessment: Research,prediction and clinical uses,” Children Today 10 (1981): 2-4.

61. Brazelton, T. B. “Demonstrating infants’ behavior,” Children Today 10 (1981): 4,5.

62. Cupoli, J. M., and T. B. Brazelton. “Manifestation of grief: effects on parents ofchild’s acute illness,” Journal of the Florida Medical Association 69 (1982): 373-376.

63. Dixon, S., E. Tronick, C. Keefer, and T. B. Brazelton. “Perinatal circumstancesand newborn outcome among the Gusii of Kenya: Assessment of risk,” InfantBehavior and Development 5 (1982): 11-32.

64. Keefer, C. H., E. Tronick, S. Dixon, and T. B. Brazelton. “Specific differences inmotor performance between Gusii and American newborns and a modification ofthe Neonatal Behavioral Assessment Scale,” Child Development 53 (1982): 754-759.

65. Lester, B. M., H. Als, and T. B. Brazelton. “Regional obstetric anesthesia and

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newborn behavior: A reanalysis toward synergistic effects,” Child Development53 (1982): 687-692.

66. Dixon, S. D., R. A. LeVine, and T. B. Brazelton. “Malnutrition: A closer look atthe problem in an East African village,” Developmental Medicine and ChildNeurology 24 (1982): 670-685.

67. Brazelton, T. B. “Developmental framework of infants and children: a future forpediatric responsibility,” Journal of Pediatrics 102 (1983): 967-972.

68. Lester, B. M., and T. B. Brazelton. “A lean argument: Reply to Scanlon,” ChildDevelopment 55 (1984): 672-674.

69. Dixon, S. D., R. A. LeVine, A. Richmond, and T. B. Brazelton. “Mother-childinteraction around a teaching task: African-American comparison,” ChildDevelopment 55 (1984): 1252-1264.

70. Mintzer, D., H. Als, E. Z. Tronick, and T. B. Brazelton. “Parenting an infant with abirth defect,” Psychoanalytic Study of the Child 39 (1984): 563-589.

71. Lester, B. M., J. Hoffman, and T. B. Brazelton. “The rhythmic structure ofmother-infant interaction in term and preterm infants,” Child Development 56(1985): 15-27.

72. Brazelton, T. B., and H. Als. “Vier vroege stadia in de intwikkding van deinteractie tussen molder en kind,” Psychotherapeutisch Paspoort 4 (1984): 75.

73. Brazelton, T. B. “Issues for working parents,” American Journal ofOrthopsychiatry 56 (1986): 14-25.

74. Worobey, J., and T. B. Brazelton. “Experimenting with the family in the newbornperiod: A commentary,” Child Development 57 (1986): 1298-1300.

75. Lester, B. M., C. Garcia-Coll, M. Valcarcel, J. Hoffman, and T. B. Brazelton.“Effects of atypical patterns of fetal growth on newborn behavior (NBAS),” ChildDevelopment 57 (1986): 11-19.

76. Censullo, M., R. Bowler, B. Lester, and T. B. Brazelton. “An instrument for themeasurement of infant-adult synchrony.” Nursing Research 36 (1987): 244-248.

77. Brazelton, T. B. “Returning to work,” Lamaze Parents Magazine (1988): 95-100.

78. Brazelton, T. B. “Stress for families today,” Infant Mental Health Journal 9(1988): 65-71.

79. Brazelton, T. B., and R. H. Thompson. “Child life,” Pediatrics 81 (1988): 725-726.

80. Nugent, J. K., and T. B. Brazelton. “Preventive intervention with infants andfamilies: The NBAS model,” Infant Mental Health Journal 10 (1989): 84-98.

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81. Brazelton, T. B., and T. M. Field. “Introduction,” Advances in Touch. Johnson &Johnson Conference, (1989 May): 13-17.

82. Brazelton, T. B. “Nurturing the nurturers,” World Monitor 4 (1989): 14-17.

83. Brazelton, T. B. “The infant at risk,” Journal of Perinatology 9 (1989): 307-310.

84. Brazelton, T. B., and T. Field. “Introduction,” Johnson & Johnson Roundtable#14, Advances in Touch Research (1990).

85. Beeghley, M., D. Vo, E. Burrows, and T. B. Brazelton. “Social and task-relatedbehavior of full-term SGA infants at 2 years,” Paper presented at ISIS meetings,Montreal, Canada, April 1990.

86. Brazelton, T. B. “Society for Behavioral Pediatrics lectureship,” Journal ofDevelopmental and Behavioral Pediatrics 11 (1990): 336-342.

87. Lester, B. M., C. F. Boukydis, M. McGrath, M. Censullo, L. Zahr, T. B. Brazelton.“Behavioral and psychophysiologic assessment of the preterm infant,” Clinica inPerinatology 17 (1990): 155-171.

88. Brazelton, T. B. “Crying and colic,” Infant Mental Health Journal 11 (1991):349-356.

89. Brazelton, T. B. “Saving the bathwater,” Child Development 61 (1991): 1661-1671.

90. Brazelton, T. B. “Infant day care,” Harvard Medical Bulletin 64 (Winter 1991):14-21.

91. Brazelton, T. B. “What we can learn from the status of the newborn,” NIKAResearch Monograph 114 (1991): 93-105.

92. Nugent, J. K., B. M. Lester, J. Hoffman, and T. B. Brazelton. “Infant andparenting factors as predictors of developmental outcome at one year on Irishfamilies,” Infant Behavior and Development (1992).

93. Sepkoski, C. M., B. M. Lester, G. W. Ostheimer, and T. B. Brazelton. “Theeffects of maternal epidural anesthesia on neonatal behavior during the first month,”Developmental Medicine and Child Neurology 34 (1992): 1072-1080.

94. Brazelton, T. B. “Putting a child in daycare: Issues for working parents,”Pediatrics, Suppl. 91 (1993): 271-73.

95. Brazelton, T. B. “Why children and parents must play while they eat: an interviewwith T. Berry Brazelton, MD,” Journal of the American Dietetic Association 93(1993): 1385-1387.

96. Brazelton, T. B. “Touchpoints: Opportunities for preventing problems in the parent-

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child relationship,” Acta Pediatrica Supplement 394 (1994): 35-39.

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97. Kawasake, C., J. K. Nugent, H. Miyashita, H. Miyahara, and Brazelton, T. B. “Thecultural organization of infants’ sleep,” Children’s Environments 11 (1994): 135-141.

98. Sepkoski, C. M., B. M. Lester, and T. B. Brazelton. “Neonatal effects of maternalepidurals,” Developmental Medicine and Child Neurology 36 (1994): 375-376.

99. North, K. N., M. S. Korson, Y. R. Gopal, F. J. Rohr, T. B. Brazelton, S. E.Waisbren and M. L. Warman. Neonatal-onset propionic acidemia: Neurologic anddevelopmental profiles, and implications for management,” Journal of Pediatrics126 (1995): 916-922.

100. Brazelton, T. B., and T. Carolyn. “Child-centeredness: A personal viewpoint,”Journal of Child-Centered Practise, Irish Society for Prevention of Cruelty toChildren (1995): 125-132.

101. Beeghly, M., T. B. Brazelton, K. A. Flannery, J. K. Nugent, D. G. Barrett, and E.Z. Tronick. “Specificity of preventative pediatric intervention effects in earlyinfancy,” Journal of Development and Behavioral Pediatrics 16 (1995): 158-166.

102. Brazelton, T. B. “Readiness begins at birth,” Principal 74 (1995): 6-9.

103. Brazelton, T. B. “Heart Start: The emotional foundation of school readiness.”Arlington, Va.: Zero-to-Three Publications, 1995.

104. Brazelton, T. B. “Working with families. Opportunities for early intervention,”Pediatric Clinics of North America 42 (1995): 1-9.

Chapters

1. Brazelton, T. B. “Pica.” In Current Pediatric Therapy, edited by S. S. Gellis andB. M. Kagan. Philadelphia: W. B. Saunders, 1967.

2. Brazelton, T. B. “Sucking in infancy.” In Infancy and Early Childhood, editedby Y. Brackbill and G. G. Thompson. New York: Free Press, 1967.

3. Brazelton, T. B. “Prenatal visit and the postpartum period.” In AmbulatoryPediatrics, edited by M. Green and R. J. Haggerty. Philadelphia: W. B. Saunders,1968.

4. Brazelton, T. B., and D. G. Greedman. “Manual to accompany CambridgeNewborn Behavioral and Neurological Scales.” In Normal and AbnormalDevelopment of Brain and Behavior, 104-132. Leiden, Belgium: LeidenUniversity Press, 1971.

5. Brazelton, T. B. “Influence of perinatal drugs on the behavior of the neonate.” InExceptional Infant: Studies in Abnormalities, Vol. II, edited by J. Hellmuth, 419.

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New York: Bruner-Mazel, 1971.

6. Brazelton, T. B., J. S. Robey, and M. L. Scholl. “Infant development in theZinacanteco Indians of Southern Mexico.” In The Competent Infant, edited by J.Stone, H. Smith, and L. Murphy, 529. New York: Basic Books, 1973.

7. Brazelton, T. B. “Is enuresis preventable?” In Bladder Control and Enuresis,edited by R. C. MacKeith, 281-284. London: Spastics International Publications,1973.

8. Brazelton, T. B. In The First Twelve Months of Life, edited by F. Caplan. NewYork: Grossett and Dunlap, 1973.

9. Brazelton, T. B. “Working with the family.” In The Infants We Care For, editedby L. Dittman, 17-29. National Association for Education of Young Children, 1973.

10. Brazelton, T. B., B. Koslowski, and M. Main. “Origins of reciprocity: The earlymother-infant interaction.” In The Effect of the Infant on Its Caregiver, edited byM. Lewis and L. Rosenblum, 49-75. New York: John Wiley, 1974.

11. Brazelton, T. B. Introduction to A Pediatric Play Program, edited by P. Sameroffand S. Flegel. Springfield: C. C. Thomas, 1975.

12. Brazelton, T. B., E. Tronick, L. Adamson, and H. Als. “Mother-infant reciprocity.”In Early Attachment, edited by M. Klaus. New Jersey: Johnson & JohnsonPublications, 1975.

13. Tronick, E., and T. B. Brazelton. “Clinical uses of the Brazelton neonatal scale.”In Exceptional Infant: Assessment and Intervention, Vol. III, edited by B. Z.Friedlander, G. M. Sterritt, and G. E. Kirk, 137. New York: Bruner-Mazel, 1975.

14. Brazelton, T. B. “Behavioral assessment of neonatal infants.” In Childbearingand the Nurse, edited by A. Clark and D. Alfonso. Philadelphia: F. A. Davis,1975.

15. Brazelton, T. B., E. Tronick, L. Adamson, H. Als, and S. Wise. “Early mother-infant reciprocity.” In Parent-Infant Interaction, CIBA Foundation Symposium33, 137-154. New York: Elsevier & Associates Scientific Publishers, 1975.

16. Brazelton, T. B. “Early parent-infant reciprocity.” In The Family: Can It BeSaved? edited by T. B. Brazelton and V. Vaughn. Chicago: Yearbook MedicalPublishers, 1976.

17. Brazelton, T. B. Comments to text, Maternal-Infant Bonding: The Impact ofEarly Separation or Loss on Family Development, edited by M. Klaus and J.Kennell. St. Louis: C. V. Mosby: 1976.

18. Brazelton, T. B. Discussion in Intervention Strategies for High Risk Infants andYoung Children, edited by T. D. Tjossem, 325-334. Baltimore: University Park

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Press, 1976.

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19. Brazelton, T. B. “The emotional needs of children in a health care setting.” InClinical Procedures. Washington, D. C.: Children’s Hospital, 1976.

20. Brazelton, T. B. “Newborn behavior.” In Scientific Foundations of Obstetricsand Gynecology, edited by E. Philip, J. Barnes, and M. Newton, 550-567.London: William Heinemann, 1977.

21. Brazelton, T. B., B. Koslowski, and E. Tronick. “Neonatal behavior among urbanZambians and Americans.” In Annual Progress in Child Psychiatry and ChildDevelopment, Vol. X, edited by S. Chess and A. Thomas, 665-677. New York:Bruner-Mazel, 1977.

22. Brazelton, T. B., E. Tronick, and H. Als. “Newborn learning and the effect ofappropriate stimulation.” In Intrauterine Asphyxia and the Developing FetalBrain, edited by L. Gluck, 443-452. Chicago: Yearbook Medical Publishers, 1978.

23. Brazelton, T. B. “Neonatal behavior and its significance.” In Diseases of theNewborn, edited by A. J. Schaffer and M. E. Avery. Philadelphia: Saunders,1977.

24. Brazelton, T. B. “Implications of infant development among the Mayan Indians ofMexico.” In Culture and Infancy: Variations in the Human Experience, editedby P. H. Liederman, S. Tulkin, and A. Rosenfeld, 151-187. New York: AcademicPress, 1977.

25. Brazelton, T. B., C. Keefer, and A. McCarthy. “Early parent-infant adjustment.”In Textbook for Pediatric Nurse Practitioners, edited by L. McNall, 1977.

26. Brazelton, T. B., and C. Keefer. “Mother-child relationship.” In Women inContext: Development and Stress, edited by M. Norman and C. Nadelson. NewYork: Plenum Press, 1977.

27. Brazelton, T. B., D. M. Snyder, and M. W. Yogman. “A developmental approachto behavior problems.” In Principles of Pediatrics: Health Care of the Young,edited by R. A. Hockelman, S. Blatman, P.A. Brunnel, S. B. Friedman, and H. M.Seidel, 581-585. New York: McGraw-Hill, 1978.

28. Brazelton, T. B., and N. V. Kozak. Foreword to Program Guide for Infants andToddlers with Neuromotor and Other Developmental Disabilities, edited by F.P. O’Connor, G. C. Williamson, and J. M. Siepp. New York: College Press, 1978.

29. Brazelton, T. B. Foreword to Social Responsiveness of Infants, edited by S.Trotter and E. B. Thoman. Pediatric Round Table #2. Johnson & Johnson BabyProducts Company Round Table Discussion Series. 1978.

30. Brazelton, T. B. Introduction to Organization and Stability of NewbornBehavior: A Commentary on the Brazelton Neonatal Behavioral AssessmentScale, edited by A. Sameroff, 43. Society for Research in Child Development,

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1978.

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31. Brazelton, T. B. “Evidence of communication during neonatal behavioralassessment.” In Before Speech: The Beginnings of InterpersonalCommunication, edited by M. Bullova, 79-88. Cambridge: Cambridge UniversityPress, 1979.

32. Brazelton, T. B., M. W. Yogman, H. Als, and E. Tronick. “The infant as a focusfor family reciprocity.” In The Child and His Family, edited by M. Lewis and L.A. Rosenblum, 29-43. New York: Plenum Press, 1979.

33. Brazelton, T. B. “Behavioral competence of the newborn infant.” In Seminars inPerinatology, Vol. III, No. 1, edited by P. Taylor, 35-43. New York; Grune &Stratton, 1979.

34. Gorski, P.A., M. F. Davison, and T. B. Brazelton. “Stages of behavioralorganization in the high-risk neonate: Theoretical and clinical considerations.” InSeminars in Perinatology, Vol. III, No. 1, edited by P. Taylor, pp. 61-72. NewYork: Grune & Stratton, 1979.

35. Als, H., B. M. Lester, and T. B. Brazelton. “Dynamics of the behavioralorganization of the premature infant: A theoretical perspective.” In Infants Bornat Risk, edited by T. M. Field, A. M. Sostek, S. Goldberg, and H. H. Shuman, 173-192. New York: Spectrum Publications, 1979.

36. Als, H., E. Tronick, B. M. Lester, and T. B. Brazelton. “Specific neonatalmeasures: The Brazelton Neonatal Behavioral Assessment Scale.” In TheHandbook of Infant Development, edited by J. Osofsky, 185-215. New York:John Wiley, 1979.

37. Tronick, E., H. Als, and T. B. Brazelton. “Early development of neonatal and infantbehavior.” In Human Growth, Vol. III: Neurobiology and Nutrition, edited byF. Falkner and J. M. Tanner, 305-328. New York: Plenum Press, 1979.

38. Als., H., E. Tronick, and T. B. Brazelton. “Analysis of face-to-face interaction ininfant-adult dyads.” In Social Interaction Analysis: Methodological Issues,edited by M. E. Lamb, S. J. Suomi, and G. R. Stephenson, 33-77. MadisonWisconsin: University of Wisconsin Press, 1979.

39. Brazelton, T. B., M. Yogman, H. Als, and B. M. Lester. “Interazioni madre--padrebambino.” Estratto da Atti del IV Congresso Biennale della ISSBD--InternationalSociety for the Study of Behavioral Development, Aspetti Biosociali dello Sviluppo,Vol. 1: Aspetti Medico-Biologici, a Cura di M. Cesa-Bianchi e M. Poli, FrancoAngli, Milano, 1979.

40. Yogman, M., W. A. H. Sammons, and T. B. Brazelton. “An approach toexceptional children and their families.” In Pediatric Education and the Needs ofYoung Exceptional Children, edited by H. B. Richardson and M. J. Guralnick.Baltimore: University Park Press, 1979.

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41. Brazelton, T. B. “Practical considerations.” In The American Family: Dying orDeveloping, edited by D. Reiss and H. Hoffman, 109-133. New York: PlenumPress, 1979.

42. Brazelton, T. B. “Origins of reciprocity: The early mother-infant interaction.” InChildhood Psychopathology, edited by S. Harrison and J. McDermott. NewYork: International University Press, 1979.

43. Brazelton, T. B. Foreword to The Executive Parent, edited by S. Hersch. NewYork: Sovereign, 1979.

44. Brazelton, T. B. “Earliest parent-child interactions.” In Concern, 11-15. London:National Children’s Bureau, 1979.

45. Brazelton, T. B. “Why your new baby behaves that way.” In Critical Issues inHuman Behavior, edited by T. S. Parish, 20-24. Lexington, Mass.: Ginn CustomPublishing, 1979.

46. Brazelton, T. B. “Behavioral assessment: infants at risk.” In Infant Programs forVisually Handicapped and Deaf-Blind: Challenges and Opportunities. Austin,Texas: Texas Education Agency, 1979.

47. Als, H., E. Tronick, and T. B. Brazelton. “Stages of early behavioral organization:The study of a sighted and of a blind infant in interaction with their mothers.” InInteractions of High Risk Infants and Children, edited by T. Field, D. Stern, A.Sostek, and S. Goldberg. New York: Academic Press, 1980.

48. Brazelton, T. B. “Behavioral competence of the newborn infant.” In Parent-Infant Relationships, Monographs in Neonatology, edited by P. M. Taylor, 69-87. New York: Grune & Stratton, 1980.

49. Brazelton, T. B. “Is there a new pediatrics in the wings?” In Child HealthStrategies, edited by R. S. Tonkin. Ottawa, Ontario: Canadian Institute of ChildHealth, 1980.

50. Brazelton, T. B. “Early intervention: What does it mean?” Proceedings,Symposium Alberta Social Services and Community Health, Calgary, Alberta, 1980.

51. Brazelton, T. B. “Precursors for the development of emotions in early infancy.” InEmotion, Theory, Research and Experience, Vol. II, edited by R. Pluchik, and H.Kellerman. New York: Academic Press, 1981.

52. Brazelton, T. B. “Parent perceptions of infant manipulations: Effects on parents ofinclusion in our research.” In Newborns and Parents, Parent-Infant Contactand Newborn Sensory Stimulation, edited by V. Smeriglio, 117-125. Hillsdale,New Jersey: L. Erlbaum, 1981.

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53. Brazelton, T. B. “Behavioral competence of the newborn infant.” InNeonatology: Pathophysiology and Management of the Newborn Infant,edited by G. B. Avery. Philadelphia: J. B. Lippincott, 1981.

54. Brazelton, T. B. “Working with other disciplines.” In Prospective Issues in InfantResearch, edited by K. Bloom, 61-71. Hillsdale, New Jersey: L. Erlbaum, 1981.

55. Dixon, S., E. Tronick, C. Keefer, and T. B. Brazelton. “Mother-infant interactionamong the Gusii of Kenya.” In Culture and Early Interaction, edited by T. M.Field, A. M. Sostek, P. Vietze, and P. H. Liederman, 149-168. Lawrence, NewJersey: L. Erlbaum, 1981.

56. Brazelton, T. B. “Assessment in early infancy as an intervention.” In The HealthCare/Education Relationship, Proceedings of the HCEEP Workshop, edited byD. Gilderman, D. Taylor-Hershel, S. Prestridge, and J. Anderson, 3-7. U.S.Department of Education, 1981.

57. Brazelton, T. B. Introduction to Growing Wisdom, Growing Wonder, edited by E.Gregg and J. Knotts. New York: MacMillan, 1980.

58. Brazelton, T. B. “Nutritional factors affecting the mother-child relationship duringearly infancy.” In Symposium on Pediatric Nutrition, edited by R. Susking, 271-285. New York: Raven Press, 1981.

59. Brazelton, T. B., and E. Tronick. “Preverbal communication between mothers andinfants.” In The Social Foundations of Language and Cognition, edited by D.R. Olson. New York: W. W. Norton, 1981.

60. Brazelton, T. B. Introduction of Brand-New Baby, edited by E. Tronick and L.Adamson. New York: MacMillan Press, 1981.

61. Brazelton, T. B. “Clinical use of the Brazelton Neonatal Behavioral Assessment.”In Neonatal Neurology, edited by M. Coleman, 57-71. New York: MacMillanPress, 1981.

62. Als, H., B. M. Lester, E. Tronick, and T. B. Brazelton. “Manual for theAssessment of Preterm Infants’ Behavior (APIB).” In Theory and Research inBehavioral Pediatrics, edited by H. E. Fitzgerald, B. M. Lester, and M. W.Yogman. New York: Plenum Press, 1982.

63. Als, H., B. M. Lester, E. Tronick, and T. B. Brazelton. “Towards a systematicassessment of preterm infants’ behavior (APIB).” In Theory and Research inBehavioral Pediatrics, edited by H. E. Fitzgerald, B. M. Lester, and M. W.Yogman. New York: Plenum Press, 1982.

64. Brazelton, T. B. “Assessment in early infancy as an intervention.” In Issues inNeonatal Care, edited by A. Waldstein. U.S. Department of Education, 1982.

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65. Brazelton, T. B. “Assessment techniques for enhancing infant development,” InFrontiers in Infant Psychiatry. New York: Basic Books, 1982.

66. Brazelton, T. B. “Early intervention: What does it mean?” In Theory andResearch in Behavioral Pediatrics, edited by H. Fitzgerald, B. M. Lester, and M.Yogman, 1-34. New York: Plenum Press, 1982.

67. Brazelton, T. B. Foreword to Holistic Health Care for Children withDevelopmental Disabilities, edited by U. Haynes. Baltimore: University ParkPress, 1982.

68. Brazelton, T. B. Foreword to Pediatrics, Neurology and Psychiatry: CommonGround, edited by J. Herskowitz and N. P. Rosman. New York: MacMillan, 1982.

69. Brazelton, T. B. Introduction to Parent-Infant Bonding, edited by M. H. Klausand J. H. Kennell. New York: C. V. Mosby, 1982.

70. Brazelton, T. B. Introduction: “Relevance of Spitz’s work to pediatricians.” InRene Spitz: Dialogues from Infancy, edited by R. Emde. New York:International University Press, 1982.

71. Brazelton, T. B. “Joint regulation of neonate-parent behavior.” In SocialInterchange in Infancy, edited by E. Tronick, 7-23. Baltimore: University ParkPress, 1982.

72. Brazelton, T. B., and C. Keefer. “The early mother-child relationship: Adevelopmental view of women as mothers.” In The Woman Patient, edited by C.C. Nadelson and M. T. Notman, 95-109. New York: Plenum Press, 1982.

73. Lester, B. M., and T. B. Brazelton. “Cross-cultural assessment of neonatalbehavior.” In Cultural Perspectives on Child Development, edited by D. A.Wagner and H. W. Stevenson. San Francisco: W. H. Freeman, 1982.

74. Brazelton, T. B. “Precursors for the development of emotions in early infancy.” InEmotions: Theory, Research and Experience, Vol. 2, edited by R. Pluchick.New York: Academic Press, 1983.

75. Brazelton, T. B. “The child care triad: Babies, parents and caregivers.” In TheInfants We Care For. Washington, D.C.: National Association for Education ofYoung Children, 1984.

76. Brazelton, T. B. “Early parent-infant reciprocity.” In Ontology of Bonding-Attachment, edited by P. O. Hubinont, 14-21. Basel, Switzerland: Karger, 1984.

77. Brazelton, T. B., and C. Buttenweiser. “Early intervention in a pediatricmultidisciplinary setting.” In Infants and Parents, Vol. 2, edited by S. Provence,9-37. New York: International University Press, 1984.

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78. Brazelton, T. B. Commentary in Infant Stress Under Intensive Care:Environment Neonatology, edited by A. W. Gottfried and J. Gaiter. Baltimore:University Park Press, 1984.

79. Brazelton, T. B., R. L. Gatson, and R. B. Howard. “Developmental feedingissues.” In Nutrition and Feeding of Infants and Toddlers, edited by R. B.Howard and H. S. Winter, 41-55. Boston: Little Brown, 1984.

80. Brazelton, T. B. “Cementing family relationships through child care.” In TheInfants We Care For, revised edition, edited by L. Dittman, 9-21. Washington,D.C.: National Association for Education of Young Children, 1984.

81. Brazelton, T. B. “Application of cry research to clinical perspectives.” In InfantCrying, edited by B. M. Lester and C. F. Z. Boukydis. New York: Plenum, 1985.

82. Brazelton, T. B. “Neonatal behavioral assessment.” In The Roots of PerinatalMedicine, edited by G. Rooth and O. D. Saugstad, 7-13. Stuttgart: Thieme-Stratton Verlag, 1985.

83. Brazelton, T. B. “Developmental framework of infants as an opportunity for earlyintervention for pediatricians.” In The Psychosocial Aspects of the Family, editedby M. Green, 53-65. New Jersey: Lexington Books, 1985.

84. Brazelton, T. B. “Parent-infant interaction.” In Nascer: E Depois, edited by J. G.Pedro, 189-195. International Symposium, Lisboa, Portugal, 1985.

85. Brazelton, T. B. “Use of concepts in anticipatory guidance.” In Nascer: EDepois, edited by J. G. Pedro, 253-263. International Symposium, Lisboa, Portugal,

86. Brazelton, T. B. “Infant assessment.” In Nascer: E Depois, edited by J. B.Pedro, 189-195. International Symposium, Lisboa, Portugal, 1985.

87. Brazelton, T. B. Introduction: “Reciprocity, attachment and effectance: Anlage inearly infancy.” In Affective Development in Infancy, edited by T. B. Brazeltonand M. Yogman, 1-11. Norwood, New Jersey: Ablex Publishing Co., 1986.

88. Brazelton, T. B., D. M. Snyder, and M. W. Yogman. “A developmental approachto behavioral problems,” In Primary Pediatric Care, edited by R. Hoekelman. St.Louis: C. V. Mosby, 1987.

89. Brazelton, T. B., and J. K. Nugent. “Neonatal assessment as an intervention.” InPsychobiology and Early Development, edited by H. Rauh and H. Steinhauser,215-229. No. Holland: Elsevier Publishing, 1987.

90. Brazelton, T. B., J. K. Nugent, and B. M. Lester. “Neonatal BehavioralAssessment Scale.” In Handbook of Infant Development, Second edition, editedby J. Osofsky. New York: John Wiley & Son, 1987.

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91. Brazelton, T. B. “Neonatal assessment in SI.” In The Course of Life: Infancyand Early Childhood, edited by S. I. Greenspan and G. H. Pollock. Madison,Conn.: International University Press, 1987.

92. Censullo, M., R. Bowler, B. M. Lester, and T. B. Brazelton. “Development of aninstrument for the measurement of infant-adult synchrony,” In Nursing Research.In publication, 1987.

93. Lester, B. M., Z. Boukydis, J. Hoffman, M. Censullo, L. Zahr, and T. B. Brazelton.“Behavioral and psychophysiological assessment of the preterm infant.” In InDefense of the Premature Infant: The Limits of Plasticity, edited by B. M.Lester and E. Tronick. New York: Lexington Books, 1987.

94. Brazelton, T. B. “Importance of early intervention.” In Children and Families,edited by E. D. Hibbs. Madison, Conn.: International University Press, 1988.

95. Brazelton, T. B. “Issues for working parents.” In The Parental Leave Crises,edited by E. Zigler and M. Frank, 36-55. New Haven: Yale University Press, 1988.

96. Worobey, J., and T. B. Brazelton. “Neonatal assessment and support forparenting.” In Interdisciplinary Assessment of Infants: A Guide for EarlyIntervention, edited by E. Gibbs and D. Teti, 107-121. Baltimore: Paul BrookesPublishing Co., 1988.

97. Brazelton, T. B. “Culture and newborn behavior: Uses of the NBAS in differentcultural settings.” In The Cultural Context of Infancy, edited by J. K. Nugent, B.M. Lester, and T. B. Brazelton, 367-383. Norwood, N. J.: Ablex Publishing Co.,1989.

98. Brazelton, T. B. “Les competence compartementales du nouveau né.” InPsychopathologie du Bébé, edited by S. Lebovici and F. Weil-Halperin, 171-190.Paris, Presse Universitaires de France, 1989.

99. Brazelton, T. B. “The importance of early intervention.” In Biopsychology ofEarly Parent-Infant Communication, edited by J. C. Gomes Pedro, 15-31.Lisboa, Portugal: Fundacaco Gulbenkian, 1989.

100. Lester, B. M., C. F. Boukydis, M. McGrath, M. Censullo, L. Lahr, and T. B.Brazelton. “Behavioral and psychological assessment of the preterm infant.” InClinics in Perinatology, edited by B. M. Lester and E. Tronick, 155-173.Philadelphia: W. B. Saunders, 1990.

101. Brazelton, T. B. “Le bébé: Partenaire dans l’interaction parents, infants.” InEnfantes: Literature, Societe de L’Enfantes, 33-39. Paris: Presses Universairede France, 1990.

102. Brazelton, T. B. “Anticipatory guidance.” In Pediatrics, Toward the NewCentury, 93-98. Tokyo: University of Tokyo Press, 1991.

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103. Brazelton, T. B. “Cultural attitudes and actions.” In Cultural Approaches toParenting, edited by M. Bornstein, 115-123. Hillsdale, N.J.: Erlbaum, 1991.

104. Brazelton, T. B. “Newborn behavior.” In Obstetrics and Gynecology, edited byE. Philipp and J. Setskill, 361-378. London: Butterworth-Heinemann, 1991.

105. Keefer, C. H., S. Dixon, E. Z. Tronick, and T. B. Brazelton. “Cultural mediatorbetween newborn behavior and later development.” In Cultural Context ofInfancy, Vol. 2, edited by J. K. Nugent, 39-63. Norwood, N.J.: Ablex PublishingCo., 1991.

106. Brazelton, T. B. “Issues for working parents.” In Changing Lives: Studies inHuman Development and Professional Helping, edited by M. Bloom, 75-84.Chapel Hill: University of North Carolina Press, 1992.

107. Brazelton, T. B. “Why is America failing its children?” In Annual Editions:Social Problems, 56-60. Guilford, Conn.: Dushlein Publishing Co., 1992.

108. Brazelton, T. B. Introduction to Introduction at Estudio de las Estereotipias enel Nino Crego, edited by F. Cantavella, M. Leonhardt, M. A. Estaban, C. L.Nicolau, and T. M. Ferreti. Barcelona, Spain: Masson, SA., 1992.

109. Brazelton, T. B. “Competences de le nouveau né et medicine perinatal.” InCompetences du Bébé, 9-21. Pub. Assn. Afrée. Besançon, France: Les Cahiersde L’Afrée, 1992.

110. Shonkoff, J. P., and T. B. Brazelton. “Paradise lost: Delayed parenthood in thecarefully planned life.” In Development in Jeopardy, edited by E. Fenichel and S.Provence. Madison, Conn.: International University Press, 1993.

111. Brazelton, T. B., D. M. Snyder, and M. W. Yogman. “A developmental approachto behavioral problems,” In Primary Pediatric Care, edited by R. Hoekelman.Rev. ed. St. Louis: C.V. Mosby, 1994.

112. Brazelton, T. B. “Behavioral competence of the newborn infant.” InNeonatology: Pathophysiology and Management of the Newborn Infant,edited by G. B. Avery. Revised. Philadelphia: J.B. Lippincott, 1993.

113. Brazelton, T. B., D. M. Snyder, and M. W. Yogman. “A developmental approachto behavior problems.” In Principles of Pediatrics: Health Care of the Young,edited by R. A. Hockelman, S. Blatman, P. A. Brunnel, S. B. Friedman, and H. M.Seidel. Rev. ed. New York: McGraw-Hill, 1994.

114. Zuckerman, B., and T. B. Brazelton. “Strategies for a family-supportive childhealth care system.” In Putting Families First, edited by S. L. Kagan and B.Weissbourd, pp. 73-93.

115. Brazelton, T. B. “Touchpoints for anticipatory guidance in the first three years.” InBehavioral and Developmental Pediatrics, edited by S. Parker and B.

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Zuckerman, pp. 10-15. Boston: Little-Brown, 1994.

116. Brazelton, T. B. “Fetal observations: Could they relate to another modality, such astouch?” In Touch in Early Development, edited by T. Field, pp. 11-18. LosAngeles: Lawrence Erlbaum, 1995.

Books:

1. Brazelton, T. B. Infants and Mothers: Individual Differences in Development.New York: Delacorte Press, 1969.

2. Brazelton, T. B. Doctor and Child. New York: Delacorte Press, 1970.

3. Brazelton, T. B. Neonatal Behavioral Assessment Scale. Spastics InternationalMedical Publications, Monograph #50. London: William Heinemann; Philadelphia: J.B. Lippincott, 1973.

4. Brazelton, T. B. Toddlers and Parents: A Declaration of Independence. NewYork: Delacorte Press, 1974.

5. Vaughn, V., and T. B. Brazelton (eds.). The Family: Can It Be Saved? Chicago:Yearbook Medical Publishers, 1976.

6. Brazelton, T. B. On Becoming a Family. New York: Delacorte Press, 1981.

7. Brazelton, T. B., and V. Vaughn (eds.). The Family: Setting Priorities. NewYork: Science and Medicine Publications, 1979.

8. Brazelton, T. B., B. Cramer, L. Kreisler, R. Schappi, and M. Soule. LaDynamique du Nourrisson. Paris: Les Editions ESF, 1982.

9. Brazelton, T. B., and B. M. Lester (eds.). Infants at Risk: Toward Plasticity andIntervention. New York: Elsevier Press, 1983.

10. Brazelton, T. B. Il Bambino nel Lettone--E Altri Problemi. Milan: EmmeEdizioni, 1983.

11. Brazelton, T. B., and B. M. Lester. New Approaches to DevelopmentalScreening of Infants. Johnson & Johnson Pediatric Roundtable V. New York:Elsevier Press, 1984.

12. Kobayaski, N., and T. B. Brazelton. The Growing Child in Family and Society:An Interdisciplinary Study in Parent-Child Bonding. Tokyo: Tokyo UniversityPress, 1984.

13. Brazelton, T. B. To Listen to a Child. Reading, Mass.: Addison-Wesley, 1984.

14. Brazelton, T. B. Neonatal Behavioral Assessment Scale, Second edition.

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Spastics International Medical Publications, Monograph #88. London: WilliamHeinemann; Philadelphia: J. B. Lippincott, 1985.

15. Brazelton, T. B. Working and Caring. Reading, MA.: Addison-Wesley, 1985.

16. Brazelton, T. B., and M. W. Yogman. Affective Development in Infancy.Norwood, New Jersey: Ablex Publishing Co., 1986.

17. Yogman, M. W., and T. B. Brazelton. In Support of Families. Cambridge:Harvard University Press, 1986.

18. Tamir, D., T. B. Brazelton, and A. Russell. Stimulation and Intervention inInfant Development. London: Freund Publishing House, 1986.

19. Brazelton, T. B. What Every Baby Knows. Reading, Mass.: Addison-Wesley,1987.

20. Brazelton, T. B. Families: Crisis and Caring. Reading, Mass.: Addison-Wesley,1989.

21. Nugent, J. K., B. M. Lester, and T. B. Brazelton (eds.). The Cultural Context ofInfancy. Vol. I: Biology, Culture and Infant Development. Norwood, N.J.:Ablex, 1989.

22. Barnard, K. E., and Brazelton, T. B. Touch: The Foundation of Experience.Johnson & Johnson Roundtable X. Madison, Conn.: International University Press,1990.

23. Brazelton, T. B., and B. G. Cramer. The Earliest Relationship. Reading, Mass.:Addison-Wesley, 1990.

24. Nugent, J. K., B. M. Lester, and T. B. Brazelton (eds.). The Cultural Context ofInfancy. Vol. II: Multicultural and Interdisciplinary Approaches to Parent-Infant Relations. Norwood, N.J.: Ablex Publishing Co., 1991.

25. Brazelton, T. B., A. Bergmann, and J. Simo. Simbiosis, Individuacion yCreacion del Objeto. Mexico City, DF: Instituto de Investigacion en PsicologiaClinica y Social, 1992.

26. Brazelton, T. B. Touchpoints: Your Child’s Emotional and BehavioralDevelopment. Reading, Mass.: Addison-Wesley, 1992.

27. LeVine, R., A. S. Dixon, S. LeVine, A. Richman, H. Liederman, C. H. Keefer, andT. B. Brazelton. Child Care and Culture: Lessons from Africa. Cambridge:Cambridge University Press, 1994.

28. Brazelton, T. B., and J. K. Nugent. Neonatal Behavioral Assessment Scale,Third edition. London: MacKeith Press, 1995.