Carol George is an internationally recognized attachment researcher who specializes in infants and their families, middle childhood, and parenting. Her publications have addressed the development and sequelae of attachment in children and adults in normative and clinical/risk populations, including studies of divorce and overnight visitation (with Dr. Judith Solomon), relationship violence and adult depression (with Dr. Malcolm West), and the neurophysiological correlates of attachment (with Dr. Anna Buchheim). She co-edited the first comprehensive book in the field of attachment on disorganization, Attachment Disorganization, and is working on a sequel edition, Disorganized Attachment and Caregiving. She is on the editorial board of Attachment and Human Development. In addition to her research, teaching, and writing, Dr. George serves as an attachment assessment consultant to researchers and clinicians worldwide. She is well known for developing a number of representational and projective attachment assessments, including the Adult Attachment Projective, a child Doll Play Projective Assessment, a parental Caregiving Interview, and the Adult Attachment Interview.

Linda Perez
Professor of Education
Licensed Clinical Psychologist
Mary and Richard Holland Professorship in Early Childhood Education
Director of Child Life and Early Childhood Specialist Programs
Co-Director of Infant Mental Health Program
EDUC 213
510.430.2328, lmperez@mills.edu
Office Hours: Thursday 11:00-1:00, and by appointment

Linda M. Perez has over 25 years of experience working in the area of early childhood trauma and mental health. She has specialized training supporting the early development of medically fragile high-risk preterm and prenatally exposed infants, and those with developmental disabilities. Dr. Perez' research and scholarship has been shaped by a long-standing commitment to social change and to understanding the diverse experiences of young children with special needs. Her current research projects include identifying the mental health needs of young children who have experienced extraordinary traumatic situations during critical points in their early development and to examine the effects of early childhood trauma work on helping professionals' psychological well-being. Additionally, she continues to identify the adverse developmental and social effects of experiencing the early beginning of life in the neonatal intensive care nursery and train healthcare provides how to provide developmental care for medically fragile preterm infants. 

Staff

Melissa Benham
Program Coordinator, Infant Mental Health
School of Education
Kimball 3, 510.430.3293, mbenham@mills.edu