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1.
ABSTRACT

Early childhood mental health consultation (ECMHC) is a framework that continues to expand as students’ social-emotional needs emerge at younger ages. The present systematic review examines the extant literature surrounding the use of ECMHC and behavioral consultation in addressing mental health concerns and challenging behaviors in preschool students. Findings associated with this systematic review suggest that ECMHC could be a promising practice for targeting internalizing and externalizing behavioral concerns in prekindergarten students across a variety of settings. However, more research is needed in the areas of mental health/behavioral consultation and disciplinary disproportionality, as well as on the impact of such practices on preschool children of color. Implications for school psychologists are discussed, as are disciplinary practices when providing ECMHC and behavioral consultation services with students of diverse racial, ethnic, and cultural backgrounds.  相似文献   

2.
This article describes the development, implementation, and outcomes of a pilot intervention designed to enhance preschool programs’ ability to support children’s social-emotional development. Working with two Head Start programs, the intervention included (1) restructuring existing early childhood mental health consultation services; (2) engaging programs in a mental health-specific strategic planning; (3) providing training to program staff in early childhood mental health best practices; and (4) implementing staff wellness activities to promote a healthy organizational culture. Research Findings: Results from quantitative staff surveys found significant improvement over time in terms of reduced staff stress, increased levels of understanding of best practices in early childhood mental health, and more evidence of a shared understanding of how best to meet children’s mental health needs. Results were strongest for management and teaching staff, compared to other staff types. Practice Implications: Head Start and preschool programs may benefit from institutionalizing strategies to ensure that continued attention is paid to their program’s mental health services through ongoing strategic planning, supporting staff wellness, and by effective use of mental health consultants. Mental health consultants may be most valuable when they focus on capacity-building activities such as staff coaching and training, and working with management teams to ensure a collective “mental health perspective”.  相似文献   

3.
Research Findings: The present longitudinal study investigated whether a range of social–emotional difficulties in early childhood predict the development of depressive symptoms in middle childhood. Participants were 56 children and their teachers. Teachers' reports of internalizing and externalizing behaviors were obtained during preschool, and children's displays of negative affect were observed through classroom videotapes in preschool. Children's self-reports of depressive symptoms were collected approximately three and a half years later. Teachers' ratings of social problems and atypical behaviors were positively associated with later depressive symptoms. Teachers' ratings of rule breaking and observed negative affect in preschool were stronger predictors of later depressive symptoms in girls than in boys. Findings point to social non-conformity as an important feature in the developmental course of depressive symptoms. Results lend support to a developmental psychopathology framework, showing change over time across types of social–emotional difficulties in gender-specific directions. Practice or Policy: Findings underscore the role that preschool teachers and classroom observation could play in identifying early risk for depressive symptoms. Results suggest the possible utility of early screening programs for at-risk preschool-aged children. Moreover, results could inform school-based intervention or prevention programs targeting internalizing symptoms, an under-recognized area of children's mental health.  相似文献   

4.
This study reports the findings of a pilot demonstration project called Together for Kids, which used a mental health consultation model to address the needs of young children with challenging behaviors who are identified in preschool classrooms. The study was conducted in four preschool programs and one Head Start program serving children ages 3–5, including both private-pay families and those using public subsidies. Rates of significant behavior problems as assessed by preschool teachers using a standardized scale were high, with 34% of all children enrolled in preschool classrooms in these sites over a 3-year period identified at-risk of externalizing or internalizing problems. Classroom teachers, as well as individual children and families identified as at-risk, were provided services, including, classroom observation and teacher training, individual child assessment and therapy, family assessment and support, and referrals for other family needs. Analysis of outcomes for 47 children and families with externalizing behavior problems who received individualized consultation, compared to 89 control children, and analysis of outcomes of a matched group of 19 intervention and 19 control children, revealed that the intervention was associated with significant improvements in classroom aggressive and maladaptive behavior, and growth in adaptive behavior. Improvements in child behavior were associated with total hours of individual child services provided, and with improvements in child developmental skills. Significant reductions in the rate of children suspended or terminated from child care programs were also found. Implications for further development of models of early childhood mental health consultation are discussed.  相似文献   

5.
Efforts to improve school readiness call for improvements in the professional qualifications of the early childhood workforce. It is critically important that these efforts are inclusive of a diverse workforce. Providers from diverse ethnic and linguistic backgrounds make up a sizable portion of the early childhood workforce, yet diversity continues to be disproportionally concentrated among providers with lower qualifications. This study examines the effect of a state-wide scholarship program on increasing qualifications for nondegree-seeking providers from diverse groups caring for children in early childhood settings. Data from two components of Oregon’s Quality Rating and Improvement System for early care and education were linked with individual provider identification numbers (N = 1,783): the Oregon Child Care Professional Development Registry (PD Registry) and the state-wide Betty Gray Scholarship Program. Findings revealed that providers from ethnic and linguistic minority backgrounds had lower qualifications, on average, but also accessed scholarships at elevated rates. Scholarships were associated with modest increases in professional qualifications for all groups of providers but did not reduce the gap in qualifications between providers from minority and nonminority backgrounds. Implications for teacher educators who deliver training and/or education to providers are discussed. Directions for future research and programming related to qualifications of early childhood providers are also presented.  相似文献   

6.
Research Findings: This article reports on two studies. Study 1 considered ways in which Head Start teachers' (n = 90) psychosocial stressors are related to teachers' ability to maintain a positive classroom emotional climate and effective behavior management in preschool classrooms. Study 2 tested the hypothesis that among teachers randomly assigned to a treatment condition (n = 48), psychosocial stressors serve as important predictors of their use of an intervention designed to improve classroom emotional climate and behavior management. Practice or Policy: Findings from Study 1 were mixed; notably, teachers' personal stressors were moderately predictive of lower use of effective strategies of behavior management in the classroom. Findings from Study 2 suggest that psychosocial stressors are not a barrier to teachers' use of intervention services. Contrary to our expectations, teachers reporting more stressors attended more training sessions than did teachers reporting fewer stressors. Teachers reporting higher levels of stress availed themselves of less support from mental health consultants during classroom consultation visits offered to treatment group classrooms as part of the intervention.  相似文献   

7.
Evaluation of Mental Health Consultation in Child Care Centers   总被引：2，自引：0，他引：2  
Mental health professionals have speculated that their consultation services should improve the overall quality of a child care center, but few research studies have shown this effect in child care settings. In the present study, mental health consultation services were provided by four agencies to 25 urban child care centers to enhance children's emotional lives and social abilities, and to strengthen child care center staff's capacity to work with children who have difficult behaviors. A one-year evaluation was conducted to assess the impact of the mental health services on the teachers and child care centers using observational measures, director- and teacher-completed questionnaires, and qualitative focus group data. Centers with more than one year of consultation showed increases in overall quality, teachers' self-efficacy, and teachers' competence. In addition, staff expressed satisfaction with the mental health consultation services provided. Implications of findings and suggestions for future interventions are discussed.  相似文献   

8.
Research Findings: Sibling teaching and learning behaviors were investigated in 2 studies of children in early and middle childhood. Study 1 addressed individual differences in teaching/learning and associations with dyadic age, age gap, gender, birth order, and relationship quality in 71 middle-class dyads (firstborns M age = 81.54 months; second-borns M age = 56.27 months). Half of the firstborn and half of the second-born siblings were assigned the role of teacher. Regression analyses indicated that dyadic age and age gap made unique contributions to teacher and learner behavior. Few birth order differences in approaches to teaching/learning were revealed. Findings highlight the reciprocal nature of sibling teaching and learning. Study 2 investigated longitudinal associations between sibling relationship quality and teaching in a second sample (at Time 1 firstborns = 46.8 months; second-borns = 14 months). Positive sibling interaction (including play) at Time 1 was associated with teaching/learning behaviors 4 years later. Practice or Policy: Findings are discussed in light of recent social constructivist notions that children's development is facilitated in the context of intimate relationships.  相似文献   

9.
Research Findings: This study simultaneously examined parental depression and parent involvement as predictors of satisfaction with an early childhood intervention program. Parents (N = 203) of Head Start children participated in this short-term longitudinal study. Measures of parent involvement and satisfaction assessed multiple dimensions of these constructs. Nearly 40% of low-income mothers reported being sometimes or chronically depressed over the course of 1 year of the Head Start program. Compared with mothers who were never depressed, those who were sometimes depressed reported less involvement in home- and school-based activities as well as fewer interactions with their child's teacher. Never depressed parents were more likely to be satisfied with their child's teacher compared with either group of depressed mothers. Higher levels of parent involvement and parent–teacher interaction predicted optimal satisfaction with Head Start services. Practice or Policy: Implications of results for practice are considered in terms of teacher training to recognize unique needs involved in working to establish a home–school connection with mothers experiencing depression. Strategies for building community partnerships to assist with mental health needs are discussed.  相似文献   

10.
ABSTRACT

Research Findings: Home-based child care accounts for a significant proportion of nonparental child care arrangements for young children in the United States. Yet the early care and education field lacks clear models or pathways for how to improve quality in these settings. The conceptual model presented here articulates the components of high-quality support to child care providers; related factors; and hypothesized provider, family, and child outcomes. The model is based on a literature review of research on home-based child care, home visiting, early childhood mental health consultation, coaching, and family services. We hypothesize that high-quality support to home-based child care that offers relationship-based services focused on quality caregiving (individual home visiting and group supports such as training and networking) and sustainability (materials, equipment, referrals) is most likely to positively impact quality caregiving for children and families. Practice or Policy: Current federal efforts and policy initiatives to increase the supply and quality of infant–toddler child care focus on the development of systems that support home-based providers. The conceptual model of high-quality support described here will inform future program development and research on how to improve quality in home-based child care for the millions of low-income children in these settings.  相似文献   

11.
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12.
For parents who have experienced childhood interpersonal trauma, the challenges of parenting an adolescent may trigger memories of abuse, intensifying conflict, resulting in negative cycles of relating and poorer responsiveness to emotions when parenting. This study examined whether Tuning Relationships with Music, a dyadic therapy for parents and adolescents, increased responsive parent-adolescent interactions and parent emotion coaching whilst reducing conflict and adolescent mental health difficulties. Twenty-six parent-adolescent dyads were recruited if parents had a trauma history and the dyad were currently having high levels of conflict. Dyads were randomly allocated into intervention or wait-list control and completed questionnaires and observation assessments at baseline and 4-month post-baseline follow-up. Those allocated to the intervention condition participated in 8 sessions of Tuning Relationships with Music. Trial registration: ANZCTR: 12615000814572. Parents and adolescents reported significant reductions in conflict. Parents in the intervention condition were observed to significantly improve their nonverbal communication, emotional responsiveness and non-reactivity toward their adolescent. Although parents reported they were less dismissive and punitive, and more encouraging of their adolescent’s emotions, and both parents and adolescents reported improvements in the adolescent’s mental health, these were not statistically significant. Findings suggest Tuning Relationships with Music may assist parents with a history of childhood interpersonal trauma and their adolescent to reduce conflict and increase responsive ways of relating that may positively impact the young person’s mental health. Future trials with a larger sample are warranted.  相似文献   

13.
This article investigates the effectiveness of a statewide 6-month early childhood mental health consultation (ECMHC) model on teachers’ emotional support of children and classroom organization. We provide a brief historical and theoretical background of the field of ECMHC, present the logic model for our ECMHC intervention, and discuss the existing research that supports this logic model. Research Findings: Participants included 445 teachers from 158 child care centers statewide. The mental health consultation improved the quality of early childhood teachers’ interactions (e.g., emotional support and classroom organization) with children in their care. Teachers with more experience and more than a high school degree tended to score higher on many of the Classroom Assessment Scoring System (R. C. Pianta, K. M. La Paro, &; B. K. Hamre, 2008 Pianta , R. C. , La Paro , K. M. , &; Hamre , B. K. ( 2008 ). Classroom Assessment Scoring System (CLASS) manual, Pre-K . Baltimore , MD : Brookes . [Google Scholar]) dimensions. Practice or Policy: This study demonstrates that mental health consultants can partner successfully with early childhood educators and provide support that enhances classroom variables associated with high-quality care and positive child outcomes. Even with a high rate of teacher turnover (35%), significant differences were found; this demonstrates the robustness of the ECMHC model in that the effectiveness of this model was not undermined by the chronic problem of staff turnover.  相似文献   

14.
BackgroundThere is limited research on the disclosure experiences of men who have experienced childhood sexual abuse and on how such experiences might impact mental health outcomes.ObjectiveThe current study described men’s disclosure experiences and examined the role of disclosure characteristics on mental well-being (internalizing and externalizing behaviors, substance use, resilience).Participants and settingMen (N = 253) from across Canada and the U.S. were recruited through websites for males with sexual abuse histories. Men aged 18–59 years anonymously completed an online study on their sexual abuse, disclosure experiences, and mental health outcomes.ResultsFindings indicated that 77.9% of men disclosed their sexual abuse, although they waited an average of 15.4 years before sharing their experience. Once disclosed, 64.4% of the men reported a positive response (e.g., support), while 35.6% reported a negative response (e.g., blame). Regression analyses indicated that a greater delay in disclosure predicted greater externalizing behaviors (B = .49, p < .05), although this was a small effect (Cohen’s f 2 = 0.02). Additional disclosure variables were associated with components of externalizing (aggressive and rule-breaking behaviors) and internalizing (somatic complaints) behaviors.ConclusionsThese results require replication in future studies. However, they do suggest that efforts need to be undertaken to address the barriers that hinder men from disclosing their sexual abuse and to ensure that men are supported once they disclose.  相似文献   

15.
Research Findings: Integrated services for young children and families are part of the new policy landscape in early childhood, but there is limited evidence of the effectiveness of these programs and how they develop on the ground. This study examined the use of the Early Development Instrument (EDI) as both a summative program evaluation tool and as a formative program improvement tool supporting practitioners in Toronto First Duty, an integrated services demonstration project that combined kindergarten, child care, and parenting supports in public schools. Pre-post comparisons at community demonstration sites and comparisons with matched community sites using the EDI suggested that the demonstration program was associated with modest improvements in emotional and social domains of children's development. Mixed methods and multiple measures were used to contextualize summative findings in case studies across demonstration sites. The case studies explored how integration was implemented at different sites and how dimensions of enacted integration might contribute to positive outcomes for children and families. A case study of one site showed how an integrated staff team used EDI school-level profiles, along with formative feedback on program quality, to target and improve programming. Over the course of implementation, the integrated program environment quality ratings and EDI scores improved in relevant areas assessing quality of interaction and social–emotional development. Practice or Policy: Findings are discussed in terms of the role of the EDI in program evaluation and in improvement of practice. The potential value of integrated early childhood services and the challenges of evaluating complex community initiatives are also discussed.  相似文献   

16.
Prosocial and health protective behaviors are critical to contain the COVID-19 pandemic, yet adolescents have been difficult to engage. Attachment security promotes adolescents’ capacities to navigate stress, and influences prosocial and health behaviors. Drawing on a diverse sample of 202 adolescents (48% female; 47.5% Latinx) this study evaluated relations among attachment, mental health, and prosocial and health protective responses to the COVID-19 pandemic. Attachment security (age 12) predicted adolescents’ (age 15) COVID-19 prosocial (f2 = .201) and health protective behaviors (f2 = .274) during the pandemic via smaller-than-expected increases in mental health symptoms above pre-pandemic levels (age 14). Findings highlight the importance of attachment for supporting adolescents’ mental health responses to life stressors and promoting prosocial and health protective behaviors.  相似文献   

17.
Following a lengthy consultation process across Northern Ireland (NI), 2013 saw the publication of Learning to Learn: A Framework for Early Years Education and Learning [DE (Department of Education). 2013. “Learning to Learn: A Framework for Early Years Education and Learning.” Accessed July 15, 2014. http://www.deni.gov.uk/english_a_framework_for_ey_education_and_learning_oct_13_tagged.pdf]. This document has major implications for change in regard to children's services in the province. For this paper we have employed a critical discourse analysis (CDA) methodology (Ozga, J. [2000]. Policy Research in Educational Settings. Buckingham: Open University Press) in order to explore the relationships between language and power in the shaping of the policy discourse illustrated by Learning to Learn. Comparisons and contrasts are drawn between the language and assumptions made in the document, particularly in relation to the issues of quality and workforce qualifications. Attention is drawn to the message of the framework document that early years professionals must provide consistently high quality services to children and families through a process involving effective collaboration. However, the persistent ‘split system’ of statutory and voluntary sectors within the field of early childhood provision in NI plays a key role in the creation and legitimation of dominant discourses and accepted norms. Through this CDA process we demonstrate the ‘emancipatory potential’ of CDA for analysis of early years policy by both academics and practitioners.  相似文献   

18.
Universal screening for complete mental health is proposed as a key step in service delivery reform to move school-based psychological services from the back of the service delivery system to the front, which will increase emphasis on prevention, early intervention, and promotion. A sample of 2,240 high school students participated in a schoolwide universal screening to identify behavioral and emotional distress as well as personal strengths. School psychologists, as part of a multidisciplinary team, coordinated the use of these screening data to engage in preventive consultation with administration to make decisions regarding the refinement and expansion of mental health service delivery options. Schoolwide and individual student prevention and intervention activities were tailored according to screening results. The roles of the school psychologist and multidisciplinary team members are discussed as critical components of this approach to service delivery change. Implications for future consultation research, practice, and training are provided.  相似文献   

19.
The role of school psychologists with training in neuropsychology is examined within the context of multitiered models of service delivery and educational reform policies. An expanded role is suggested that builds on expertise in the assessment of neurodevelopmental disorders and extends to broader tiers through consultation practice. Changes in federal legislation to allow more flexible approaches toward assessment are viewed as a catalyst toward the integration of neuropsychological practice in school‐based practice. As a set of priorities, recommendations are made for reforming assessment practice in schools, linking neuropsychological test results to academic treatment outcomes, and developing consultation practice with parents and teachers for early identification purposes and to integrate school‐based services with community mental health services. © 2008 Wiley Periodicals, Inc.  相似文献   

20.
Research Findings: This study examined the consistency between early childhood teachers' self-reported curriculum beliefs and observations of their actual interactive behaviors with children in classrooms. Also tested was the hypothesized moderation by teacher and classroom characteristics of the association between beliefs and practices. A total of 58 preschool teachers completed a survey describing their professional backgrounds and curriculum beliefs. Their classroom practices were observed using a newly developed instrument that documented teacher interactions with children. Most teachers in this sample strongly endorsed child-initiated learning beliefs, although their beliefs about teacher-directed learning varied considerably. The most frequently observed teacher behaviors in the classroom were giving directions to children, responding to children's initiations, and engaging in non-interactive classroom management activities. Overall, teachers' curriculum beliefs and observed classroom practices were weakly correlated. However, there were moderation effects. Stronger congruence between teacher-directed learning beliefs and observed teaching behaviors was found among teachers who had more professional training and more years of teaching experience. Practice or Policy: These results support the importance of early childhood teacher professional development. They suggest that teacher preparation and professional development programs should focus on the intellectual transformation between teacher knowledge and teacher practice, promoting both aspects of development.  相似文献   

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