0-5 Services

We know that the first 5 years of a child's life will set the course of their lives. 

At Victor we provide a wide variety of programs that focus on the health and well-being of the 0-5 population. We are committed to helping parents and caregivers to be equipped to give their children the best possible future they can have. 

Early Identification Intervention Services

Early Identification Intervention Services is a part of .

The Early Identification Intervention Services program identifies infants, toddlers and in some cases, preschoolers who show evidence of or are at risk for lags in physical development, cognitive development, language and speech development, psychosocial development or self-help skills.

The program provides or coordinates the delivery of an enrichment program in order to minimize the potential for a developmental delay and to meet their current developmental needs.

Foster Care Assessment and Treatment

Foster Care Assessment and Treatment is a part of .

Our FCAT team provides mental health assessment and counseling for children who live with their families, relatives, or in foster homes.

This team provides services that enable children and families to live with continuity and minimal change in residential placement.

Incredible Years

Incredible Years is a part of .

Incredible Years is a set of three interlocking, comprehensive, and developmentally based training programs for children and their parents and teachers. These programs are guided by developmental theory on the role of multiple interacting risk and protective factors in the development of conduct problems. The three programs are designed to work jointly to promote emotional and social competence and to prevent, reduce, and treat behavioral and emotional problems in young children, as follows:

The Incredible Years child program. The Dinosaur School child training prevention program consists of more than 60 classroom lesson plans (approximately 45 minutes each) for three age levels, beginning in preschool through second grade (3-8 years). Lesson plans are delivered by the teacher at least twice weekly over consecutive years. The small group treatment program consists of 18-22 weekly sessions (2 hours each) offered in conjunction with the training programs for parents of preschoolers or school-age children. The child program aims to strengthen children's social and emotional competencies, such as understanding and communicating feelings, using effective problem-solving strategies, managing anger, practicing friendship and conversational skills, and behaving appropriately in the classroom. 

The Incredible Years parent programs. Three training programs are available for parents of babies and toddlers (up to 30 months), preschoolers (3-5 years), and school-age children (6-12 years). The lengths of the parent programs vary from 12 to 20 weekly group sessions (2-3 hours each). The programs focus on strengthening parent-child interactions and relationships, reducing harsh discipline, and fostering parents' ability to promote children's social, emotional, and language development. In the programs for parents of preschoolers and school-age children, participants also learn how to promote school readiness skills; in addition, these parents are encouraged to partner with teachers and become involved in their children's school experiences to promote children's academic, social skills, and emotional self-regulation and to reduce conduct problems. Each program includes protocols for use as a prevention program or as a treatment program for children with conduct problems and attention-deficit/hyperactivity disorder.

The Incredible Years teacher program. The teacher training program is delivered to early childhood and elementary school teachers of young children (3-8 years) and consists of 42 hours (6 days) of monthly workshops delivered by a trained facilitator. The program focuses on strengthening teachers' classroom management strategies; promoting children's pro social behavior, emotional self-regulation, and school readiness; and reducing children's classroom aggression and noncooperation with peers and teachers. The training also helps teachers collaborate with parents to support parents' school involvement and promote consistency between home and school.

In each program, trained facilitators use videotaped vignettes to structure the content and stimulate group discussions, problem solving, and practices related to participants' goals.

Infant Massage

Infant Massage is a part of .

The benefits of infant massage for bonding and connection have been shown over and over again. We provide parents and caregivers with training and education to enhance the love, value and connection to their infants.


Infant-Toddler Mental Health Services

Infant-Toddler Mental Health Services is a part of .

The first 5 years of life are very important for a child because this time sets the stage for success in school and later life. During infancy and childhood, many experiences should be gained and many skills learned. It is important to ensure that each child’s development is proceeding without difficulties during this period.

Mental Health Clinicians specially trained to work with children ages zero to five and their families use evidenced based assessments to identify the developmental strengths and needs of a child. With the Clinician’s involvement, the family learns fun and practical ways to strengthen a child’s attachment, which ultimately improves a child’s resiliency. When an infant or child is exposed to abuse, neglect, domestic violence, exposed to drugs or alcohol in-utero or are born with a biological risk, building the level of resiliency greatly increases his/her ability to experience life with fewer social and/or emotional difficulties.

Katie-A (Pathways to Wellness)

Katie-A (Pathways to Wellness) is a part of .

Katie A. services were established in the State of California as a result of a settlement agreement with the intention of transforming the way California children/youth who are in foster care, or who are at imminent risk of foster care placement receive access to mental health services. The transformed model of care is referred to as the Core Practice Model or CPM. It is a coherent and all-inclusive approach to service planning and delivery which includes the following:

  • A strong engagement with the child and family
  • Focus on strengths and needs
  • Team consists of formal and informal supports
  • Use of intensive in-home rehabilitation services
  • Support and encourage attainment of health and well being
  • Reduction of permanency timeline
  • Reduce reliance on congregate care

Nursing Child Assessment Satellite Training

Nursing Child Assessment Satellite Training is a part of .

In the late 1960's, researchers began to investigate how to identify children at risk for failure to thrive, abuse or neglect. In 1971, Dr. Kathryn Barnard, Professor Emeritus in the Department of Family and Child Nursing at the University of Washington, initiated research that brought the ecology of early child development closer to the level of clinical practice by developing methods for assessing behaviors of children and parents. She identified environmental factors that are critical to a child's well-being and demonstrated the importance of parent-child interaction as a predictor of later cognitive and language development. These assessment tools, widely known as the NCAST Feeding and Teaching Parent-Child Interaction scales, were initially taught in 1979 to over 600 nurses in a series of eight classes via satellite in the U.S. After the satellite training experiment ended, NCAST (Nursing Child Assessment Satellite Training), under the direction of Georgina Sumner, started offering a Certified Instructor Workshop in Seattle. These professionals gained reliability in the use of the Feeding and Teaching Scales and after obtaining certification as an NCAST Local Instructor went back to their communities to teach others in the use of the scales. 

In the 1980's NCAST became a self-sustaining organization at the University of Washington that reached beyond traditional academic or continuing education programs to advance knowledge around the world for the benefit of families and children. The Feeding and Teaching Scale program was updated in 1994 and is currently known as the Parent-Child Interaction (PCI) Program. 

Parent Child Dyad Art Therapy

Parent Child Dyad Art Therapy is a part of .

Parent-Child Dyad Art Therapy is a therapeutic intervention focused on helping traumatized children by providing an environment for spontaneous non-verbal self-expression through art with their caregiver to alleviate emotional stress and strengthen attachment.

Parent-Child Interaction Therapy

Parent-Child Interaction Therapy is a part of .

Parent-Child Interaction Therapy (PCIT) is an empirically-supported treatment for young children with emotional and behavioral disorders that places emphasis on improving the quality of the parent-child relationship and changing parent-child interaction patterns. PCIT International was created to promote fidelity in the practice of Parent-Child Interaction Therapy through well-conducted research, training, and continuing education of therapists and trainers. By creating an interface between the scholarly activities of PCIT researchers and the expertise of front-line clinicians, PCIT International promotes healthy family functioning.

The goals of PCIT International are to:

  • Foster the growth and expertise of the network of local, regional, national, and international PCIT therapists
  • Highlight the research activities and clinical innovations developed by the PCIT community
  • Empower parents to make changes that will lead to a nurturing and secure relationship with their children
  • Improve the lives of children and families worldwide through the provision of sound, empirically-based assessment and treatment.

SUCCESS 1st Early Wraparound

SUCCESS 1st Early Wraparound is a part of .

Success First is an early wraparound program to capture those seriously emotionally disturbed, unserved, underserved children/adolescents, age 0-15 years, to provide services, keeping them in the lowest level of care possible. A referral is reviewed by a Referral Management Team & if enrollment approved, client assigned to an agency (contractor). Referrals can come from anyone including:

  • CCRT
  • Clinic
  • Group Home 
  • Hospital
  • School
  • Family
  • Law Enforcement
  • Contractor
  • CFS
  • Probation

Someone who qualifies for this program is seriously emotionally disturbed child or adolescent, age 0-15 years, who:

  • is in need of crisis intervention and/or at risk of psychiatric hospitalization,
  • is at risk of removal from their home,
  • is having problems in school or is at risk of dropping out, 
  • is at risk of or currently involved in juvenile justice system,
  • is homeless or at risk of homelessness,
  • has co-occurring disorders,
  • is a high user of services or multiple hospitalizations,
  • is at risk due to lack of services because of cultural, linguistic, or economic barriers,
  • is uninsured,
  • is at risk due to exposure to domestic violence, physical abuse, emotional abuse, verbal abuse, or sexual abuse. 


Screening Assessment Referral and Treatment

Screening Assessment Referral and Treatment is a part of .

The guiding vision for the Children's SART (Screening Assessment Referral and Treatment) Model of Care is: Children ages 0 - 5 within the context of their families, will be screened, assessed, and referred for treatment through a universal collaborative and standardized process that strengthens and builds on existing programs in the community. It is an integrated system of health and behavioral health and child welfare, which will ensure access to appropriate early intervention services for children (0 -5 years of age) in San Bernardino County. 

The core over-arching strategy is the development of a comprehensive Model of Care for children at risk for developmental, emotional, or behavioral problems due to exposure to alcohol and other drugs, child abuse and neglect, and/or other environmental or developmental factors.

Set for School

Set for School is a part of .

Set-4-School provides a comprehensive continuum of early identification, early intervention, and treatment services designed to promote social competence and decrease the development of disruptive behavior disorders among children ages 0-5.  

Watch, Wait, Wonder

Watch, Wait, Wonder is a part of .

Watch, Wait and Wonder is a child led psychotherapeutic approach that specifically and directly uses the infant’s spontaneous activity in a free play format to enhance maternal sensitivity and responsiveness, the child’s sense of self and self-efficacy, emotion regulation, and the child-parent attachment relationship. The approach provides space for the infant/child and parent to work through developmental and relational struggles through play. Also central to the process is engaging the parent to be reflective about the child’s inner world of feelings, thoughts and desires, through which the parent recognizes the separate self of the infant and gains an understanding of her own emotional responses to her child. Because of the central role of the infant/child in the intervention and the relationship focus, Watch, Wait and Wonder differs from other interventions which tend to focus primarily on the more verbal partner, the parent.