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HSLINKSCONTACT US
The Center for Early Childhood Mental Health Consultation was created through a grant from the Office of Head Start. Our target audience includes: The Center translates research in healthy mental development into materials tailored to the needs of each of the target CECMHC | INFANT TODDLER TEMPERAMENT TOOL Infant Toddler Temperament Tool (IT 3). The Infant Toddler Temperament Tool (IT 3) was developed for the Center for Early Childhood Mental Health Consultation, an Innovation and Support Project funded by the Office of Head Start.. The Infant Toddler Temperament Tool includes a short online survey that allows parents and caregivers of infants and toddlers to recognize and explore their own CECMHC | FINDING SOCIAL EMOTIONAL SCREENING TOOLS The Choose and Use Guide on Screening Instruments is based, in part, on the work of Henderson and Strain (2009), Screening for Social Emotional Concerns a print product of the Technical Assistance Center on Social Emotional Intervention (U.S. Department of Education, Office of Special Education grant #H326B07002). The current Office of Head Start funding is solely responsible for the current CECMHC | MATERNAL DEPRESSION Looking across Infant Mental Health Specialist training programs: The core content of the trsaining programs commonly include: infant and child development, attachment theory, perinatal mental health, cultural competence, and socio-cultural influences, and a relationship-based approach to intervention. The clinical content focus of the training KEY ELEMENTS OF THE CONSULTATIVE STANCE Johnston and Brinamen (2006) have identified 10 elements that seem to be essential to the consultative stance. The 10 elements are: The centrality of relationships. Parallel process as an organizing principle. Avoiding the position of the expert. Mutuality of endeavor. Understanding another's subjective experience. TYPES OF TRAUMATIC EXPERIENCES Types of Traumatic Experiences. The National Traumatic Stress Network has strived to provide definitions of types of traumatic events; differentiating them from one another based on the event, who is involved, and the interpretation of law. ROUTINE BASED SUPPORT GUIDE Routine Base Support Guide – Page 5 A “Teacher’s Support Planning Sheet” is available at the beginning of this Routine BasedSupport Guide for
INFANT INFANT TODDLER TEMPERAMENT TOOL (IT INFANT TODDLER TEMPERAMENT TOOL (IT 3)— INFANT VERSION • 2• INTENSITY refers to the energy level of one’s emotional response, both positive and negative. ACTIVITY LEVEL refers to the general level of motor activity when HEADSTART%PROGRAM% … • Organize$tasks$and$manage$time$effectively.$ Education&%Training%•
Master’s$Degree$required,$preferably$in$Social$Work,$Psychology,$Counseling,$orrelated$ SAMPLE)CONTRACT) HEAD)START)PROGRAM) EARLY)CHILDHOOD Page%3%of%3% viii.%Other,%including%Supervision%and%Reporting% 104% %a.
MaximumNumber%of%Contractor%Hours%for%this%Term%is%2080%across%twelve%(12)months.%
CECMHC | CENTER FOR EARLY CHILDHOOD MENTAL HEALTH CONSULTATIONHOMEABOUT THE CENTEROUR VISION FOR MENTAL HEALTH INHSLINKSCONTACT US
The Center for Early Childhood Mental Health Consultation was created through a grant from the Office of Head Start. Our target audience includes: The Center translates research in healthy mental development into materials tailored to the needs of each of the target CECMHC | INFANT TODDLER TEMPERAMENT TOOL Infant Toddler Temperament Tool (IT 3). The Infant Toddler Temperament Tool (IT 3) was developed for the Center for Early Childhood Mental Health Consultation, an Innovation and Support Project funded by the Office of Head Start.. The Infant Toddler Temperament Tool includes a short online survey that allows parents and caregivers of infants and toddlers to recognize and explore their own CECMHC | FINDING SOCIAL EMOTIONAL SCREENING TOOLS The Choose and Use Guide on Screening Instruments is based, in part, on the work of Henderson and Strain (2009), Screening for Social Emotional Concerns a print product of the Technical Assistance Center on Social Emotional Intervention (U.S. Department of Education, Office of Special Education grant #H326B07002). The current Office of Head Start funding is solely responsible for the current CECMHC | MATERNAL DEPRESSION Looking across Infant Mental Health Specialist training programs: The core content of the trsaining programs commonly include: infant and child development, attachment theory, perinatal mental health, cultural competence, and socio-cultural influences, and a relationship-based approach to intervention. The clinical content focus of the training KEY ELEMENTS OF THE CONSULTATIVE STANCE Johnston and Brinamen (2006) have identified 10 elements that seem to be essential to the consultative stance. The 10 elements are: The centrality of relationships. Parallel process as an organizing principle. Avoiding the position of the expert. Mutuality of endeavor. Understanding another's subjective experience. TYPES OF TRAUMATIC EXPERIENCES Types of Traumatic Experiences. The National Traumatic Stress Network has strived to provide definitions of types of traumatic events; differentiating them from one another based on the event, who is involved, and the interpretation of law. ROUTINE BASED SUPPORT GUIDE Routine Base Support Guide – Page 5 A “Teacher’s Support Planning Sheet” is available at the beginning of this Routine BasedSupport Guide for
INFANT INFANT TODDLER TEMPERAMENT TOOL (IT INFANT TODDLER TEMPERAMENT TOOL (IT 3)— INFANT VERSION • 2• INTENSITY refers to the energy level of one’s emotional response, both positive and negative. ACTIVITY LEVEL refers to the general level of motor activity when HEADSTART%PROGRAM% … • Organize$tasks$and$manage$time$effectively.$ Education&%Training%•
Master’s$Degree$required,$preferably$in$Social$Work,$Psychology,$Counseling,$orrelated$ SAMPLE)CONTRACT) HEAD)START)PROGRAM) EARLY)CHILDHOOD Page%3%of%3% viii.%Other,%including%Supervision%and%Reporting% 104% %a.
MaximumNumber%of%Contractor%Hours%for%this%Term%is%2080%across%twelve%(12)months.%
CECMHC | FINDING SOCIAL EMOTIONAL CURRICULA Finding Social Emotional Curricula. The Choose and Use Guide on Social Emotional Curricula is based, in part, on the work of Powell, D., & Dunlap, G. (2009). Evidence-Based Social-Emotional Curricula and Intervention Packages for Children 0-5 Years and Their Families TRAUMA SIGNS AND SYMPTOMS Trauma Signs and Symptoms. Trauma signs and symptoms in young children can take many forms. Understanding these signs and symptoms as trauma related depends upon sensitive information gathering from the child, family, and Early Head Start and Head Start staff. THE GEORGETOWN MODEL OF EARLY CHILDHOOD MENTAL … BACKGROUND The Georgetown Model of ECMHC for School-Based Settings 7 • Conducting obse rvations and needs assessments for children, classrooms, and centers • Meetings with teachers and parents • Meetings with the Director to gather pertinent information (i.e., information about staff, children, families, demographics, culture, neighborhood, procedures, school CECMHC | TEMPERAMENT TRAITS continues with a task or activity in the face of obstacles and does not get easily frustrated. moves on to a new task or activity when faced with obstacles and gets frustrated easily. reacts to the world in a positive way and is generally cheerful. reacts to situations in an observant, sometimes more serious way. TWO TYPES OF TRAUMA DIAGNOSES Two Types of Trauma Diagnoses. It is important to note that not all experiences of trauma lead to a trauma response or trauma-related disorder or diagnosis. There is a normal period of time, following a traumatic event or experience that we might expect to see trauma related responses or signs that do not necessarily develop into a post-traumatic stress disorder. HEADSTART%PROGRAM% … • Organize$tasks$and$manage$time$effectively.$ Education&%Training%•
Master’s$Degree$required,$preferably$in$Social$Work,$Psychology,$Counseling,$orrelated$ STRESS AND THE DEVELOPING BRAIN Early exposure to trauma — extremely fearful events — and high levels of stress affect the developing brain, particularly in those areas involved in emotions and learning. The amygdala and the hippocampus are two brain structures involved in fear and traumatic stress. The amygdala detects whether a stimulus (person or event) isthreatening
RECOMMENDING EVIDENCE-BASED INTERVENTIONS FOR YOUNG Recommending Evidence-based Interventions for Young Children and their Families. When considering therapeutic intervention for young children and their families affected by trauma, there are interventions that have an established evidence-base. These interventions have been listed by The National Child Traumatic Stress Network (NCTSN !HEADSTART/EARLY!HEAD!START!PROGRAM! EARLY!CHILDHOOD !HEADSTART/EARLY!HEAD!START!PROGRAM! Early!Childhood!Mental!HealthConsultant! Interview!Questions! APPLICANT!! ! ! ! ! ! !!! DATE!!! ! ! ! REVIEWER! ! ! ! ! ! ! !!! SOCIAL EMOTIONAL TIPS FOR WITH INFANTS FAMILIES Social Emotional Tips FOR Families with Infants Introduction The quality of each infant’s relationships with familiar adults—especially their parents—sets the foundation for social andemotional health.
CECMHC | CENTER FOR EARLY CHILDHOOD MENTAL HEALTH CONSULTATIONHOMEABOUT THE CENTEROUR VISION FOR MENTAL HEALTH INHSLINKSCONTACT US
The Center for Early Childhood Mental Health Consultation was created through a grant from the Office of Head Start. Our target audience includes: The Center translates research in healthy mental development into materials tailored to the needs of each of the target CECMHC | INFANT TODDLER TEMPERAMENT TOOL Infant Toddler Temperament Tool (IT 3). The Infant Toddler Temperament Tool (IT 3) was developed for the Center for Early Childhood Mental Health Consultation, an Innovation and Support Project funded by the Office of Head Start.. The Infant Toddler Temperament Tool includes a short online survey that allows parents and caregivers of infants and toddlers to recognize and explore their own CECMHC | FINDING SOCIAL EMOTIONAL SCREENING TOOLS The Choose and Use Guide on Screening Instruments is based, in part, on the work of Henderson and Strain (2009), Screening for Social Emotional Concerns a print product of the Technical Assistance Center on Social Emotional Intervention (U.S. Department of Education, Office of Special Education grant #H326B07002). The current Office of Head Start funding is solely responsible for the current CECMHC | WHAT WORKS? WEBINAR SERIES The What Works?A Webinar Series on Effective Early Childhood Mental Health Consultation webinars were funded through a grant from the A.L. Mailman Family Foundation. The current Office of Head Start funding is solely responsible for this gateway to the webinar archives and links to further resources maintained by the Georgetown University Center for Child and Human Development. CECMHC | FINDING SOCIAL EMOTIONAL CURRICULA Finding Social Emotional Curricula. The Choose and Use Guide on Social Emotional Curricula is based, in part, on the work of Powell, D., & Dunlap, G. (2009). Evidence-Based Social-Emotional Curricula and Intervention Packages for Children 0-5 Years and Their Families KEY ELEMENTS OF THE CONSULTATIVE STANCE Johnston and Brinamen (2006) have identified 10 elements that seem to be essential to the consultative stance. The 10 elements are: The centrality of relationships. Parallel process as an organizing principle. Avoiding the position of the expert. Mutuality of endeavor. Understanding another's subjective experience. CECMHC | IDEAS FOR TEACHING CHILDREN ABOUT HANDLING Ideas for Teaching Children about Handling Disappointment/Different Emotions. Throughout the day, model labeling your own emotions (e.g., I feel frustrated because I cannot open this jar of paint). Help children learn to label their emotions when they have conflict with other children (e.g., Bobby, it looks like you are feeling angrybecause
ROUTINE BASED SUPPORT GUIDE Routine Base Support Guide – Page 5 A “Teacher’s Support Planning Sheet” is available at the beginning of this Routine BasedSupport Guide for
!HEADSTART/EARLY!HEAD!START!PROGRAM! EARLY!CHILDHOOD !HEADSTART/EARLY!HEAD!START!PROGRAM! Early!Childhood!Mental!HealthConsultant! Interview!Questions! APPLICANT!! ! ! ! ! ! !!! DATE!!! ! ! ! REVIEWER! ! ! ! ! ! ! !!! SOCIAL EMOTIONAL TIPS FOR WITH INFANTS FAMILIES Social Emotional Tips FOR Families with Infants Introduction The quality of each infant’s relationships with familiar adults—especially their parents—sets the foundation for social andemotional health.
CECMHC | CENTER FOR EARLY CHILDHOOD MENTAL HEALTH CONSULTATIONHOMEABOUT THE CENTEROUR VISION FOR MENTAL HEALTH INHSLINKSCONTACT US
The Center for Early Childhood Mental Health Consultation was created through a grant from the Office of Head Start. Our target audience includes: The Center translates research in healthy mental development into materials tailored to the needs of each of the target CECMHC | INFANT TODDLER TEMPERAMENT TOOL Infant Toddler Temperament Tool (IT 3). The Infant Toddler Temperament Tool (IT 3) was developed for the Center for Early Childhood Mental Health Consultation, an Innovation and Support Project funded by the Office of Head Start.. The Infant Toddler Temperament Tool includes a short online survey that allows parents and caregivers of infants and toddlers to recognize and explore their own CECMHC | FINDING SOCIAL EMOTIONAL SCREENING TOOLS The Choose and Use Guide on Screening Instruments is based, in part, on the work of Henderson and Strain (2009), Screening for Social Emotional Concerns a print product of the Technical Assistance Center on Social Emotional Intervention (U.S. Department of Education, Office of Special Education grant #H326B07002). The current Office of Head Start funding is solely responsible for the current CECMHC | WHAT WORKS? WEBINAR SERIES The What Works?A Webinar Series on Effective Early Childhood Mental Health Consultation webinars were funded through a grant from the A.L. Mailman Family Foundation. The current Office of Head Start funding is solely responsible for this gateway to the webinar archives and links to further resources maintained by the Georgetown University Center for Child and Human Development. CECMHC | FINDING SOCIAL EMOTIONAL CURRICULA Finding Social Emotional Curricula. The Choose and Use Guide on Social Emotional Curricula is based, in part, on the work of Powell, D., & Dunlap, G. (2009). Evidence-Based Social-Emotional Curricula and Intervention Packages for Children 0-5 Years and Their Families KEY ELEMENTS OF THE CONSULTATIVE STANCE Johnston and Brinamen (2006) have identified 10 elements that seem to be essential to the consultative stance. The 10 elements are: The centrality of relationships. Parallel process as an organizing principle. Avoiding the position of the expert. Mutuality of endeavor. Understanding another's subjective experience. CECMHC | IDEAS FOR TEACHING CHILDREN ABOUT HANDLING Ideas for Teaching Children about Handling Disappointment/Different Emotions. Throughout the day, model labeling your own emotions (e.g., I feel frustrated because I cannot open this jar of paint). Help children learn to label their emotions when they have conflict with other children (e.g., Bobby, it looks like you are feeling angrybecause
ROUTINE BASED SUPPORT GUIDE Routine Base Support Guide – Page 5 A “Teacher’s Support Planning Sheet” is available at the beginning of this Routine BasedSupport Guide for
!HEADSTART/EARLY!HEAD!START!PROGRAM! EARLY!CHILDHOOD !HEADSTART/EARLY!HEAD!START!PROGRAM! Early!Childhood!Mental!HealthConsultant! Interview!Questions! APPLICANT!! ! ! ! ! ! !!! DATE!!! ! ! ! REVIEWER! ! ! ! ! ! ! !!! SOCIAL EMOTIONAL TIPS FOR WITH INFANTS FAMILIES Social Emotional Tips FOR Families with Infants Introduction The quality of each infant’s relationships with familiar adults—especially their parents—sets the foundation for social andemotional health.
INTRODUCTION TO THE BEST PRACTICE TUTORIAL SERIES Introduction to the Best Practice Tutorial Series. Welcome to the Center for Early Childhood Mental Health Consultation's (CECMHC) Best Practice Tutorial Series. CECMHC | CREATING TEACHING TOOLS FOR YOUNG CHILDREN WITH The Creating Teaching Tools for Young Children (TTYC) was a product originally developed by Bobbie Vaughn, Rochelle Lentini, and Lise Fox of the University of South Florida to provide practical guidance on how to support young children with challenging behavior. It has been disseminated since 2004 through support from the Office of Special CECMHC | FINDING SOCIAL EMOTIONAL CURRICULA List of Curricula. Als Pals: Promote emotional and social competence, foster resilient development, and reduce the risk of later anti-social behavior and substance abuse in young children.Targeted to children ages 3-8 especially those at risk due to factors such as poverty and violence. Incredible Years: Dina Dinosaur Classroom Curriculum. THE GEORGETOWN MODEL OF EARLY CHILDHOOD MENTAL … BACKGROUND The Georgetown Model of ECMHC for School-Based Settings 7 • Conducting obse rvations and needs assessments for children, classrooms, and centers • Meetings with teachers and parents • Meetings with the Director to gather pertinent information (i.e., information about staff, children, families, demographics, culture, neighborhood, procedures, school MODULE 2: BUILDING A MENTAL-HEALTH SPECIFIC STRATEGIC PLAN Module 2: Building a Mental-Health Specific Strategic Plan. In this module, you will learn a step-by-step process for developing, implementing, and maintaining a mental health-specific strategic plan for your program. Having a component of your strategic plan that specifically focuses on mental health will provide a "roadmap" foryour program
MODULE 1: THE CULTURAL CONTEXT OF EARLY CHILDHOOD MENTAL Learning Objectives. After completing this module, you will be able to: Recognize the bio-social context of culture and its influence on the values, beliefs, child rearing practices and expectations of families and program staff for expectant families, child development, and social-emotional health and well-being. RISK FACTORS AND COMMUNITY REFERRALS Module 5: Risk Factors and Community Referrals. Although many prevention and best practice strategies were shared in modules 2-4, there are times when early childhood mental health consultants and the other adults in a child's life are worried about a child's behavior and prevention strategies are not warranting positive change. EXAMPLE: VISION STATEMENT FOR MENTAL HEALTH Example: Vision Statement for Mental Health. Our vision is to provide culturally competent, holistic, and wellness focused services that promote children's social-emotional development, prevent development of mental health challenges, and address social-emotional problems that currently exist. We will do this by using evidence-based strategies in our services to children; by supporting staff USING TEACHING TOOLS 4 Decision Tree for Intervention Using Teaching Tools Step 1 Gather information and determine child needs Obtain data from: • My Teacher Has Observed • My Teacher Wants to Know Does the child have difficulty with engagement, communication, play, and social SAMPLE)CONTRACT) HEAD)START)PROGRAM) EARLY)CHILDHOOD Page%3%of%3% viii.%Other,%including%Supervision%and%Reporting% 104% %a.
MaximumNumber%of%Contractor%Hours%for%this%Term%is%2080%across%twelve%(12)months.%
CECMHC | CENTER FOR EARLY CHILDHOOD MENTAL HEALTH CONSULTATIONHOMEABOUT THE CENTEROUR VISION FOR MENTAL HEALTH INHSLINKSCONTACT US
The Center for Early Childhood Mental Health Consultation was created through a grant from the Office of Head Start. Our target audience includes: The Center translates research in healthy mental development into materials tailored to the needs of each of the target CECMHC | INFANT TODDLER TEMPERAMENT TOOL Infant Toddler Temperament Tool (IT 3). The Infant Toddler Temperament Tool (IT 3) was developed for the Center for Early Childhood Mental Health Consultation, an Innovation and Support Project funded by the Office of Head Start.. The Infant Toddler Temperament Tool includes a short online survey that allows parents and caregivers of infants and toddlers to recognize and explore their own CECMHC | FINDING SOCIAL EMOTIONAL SCREENING TOOLS The Choose and Use Guide on Screening Instruments is based, in part, on the work of Henderson and Strain (2009), Screening for Social Emotional Concerns a print product of the Technical Assistance Center on Social Emotional Intervention (U.S. Department of Education, Office of Special Education grant #H326B07002). The current Office of Head Start funding is solely responsible for the current CECMHC | WHAT WORKS? WEBINAR SERIES The What Works?A Webinar Series on Effective Early Childhood Mental Health Consultation webinars were funded through a grant from the A.L. Mailman Family Foundation. The current Office of Head Start funding is solely responsible for this gateway to the webinar archives and links to further resources maintained by the Georgetown University Center for Child and Human Development. CECMHC | FINDING SOCIAL EMOTIONAL CURRICULA Finding Social Emotional Curricula. The Choose and Use Guide on Social Emotional Curricula is based, in part, on the work of Powell, D., & Dunlap, G. (2009). Evidence-Based Social-Emotional Curricula and Intervention Packages for Children 0-5 Years and Their Families KEY ELEMENTS OF THE CONSULTATIVE STANCE Johnston and Brinamen (2006) have identified 10 elements that seem to be essential to the consultative stance. The 10 elements are: The centrality of relationships. Parallel process as an organizing principle. Avoiding the position of the expert. Mutuality of endeavor. Understanding another's subjective experience. CECMHC | IDEAS FOR TEACHING CHILDREN ABOUT HANDLING Ideas for Teaching Children about Handling Disappointment/Different Emotions. Throughout the day, model labeling your own emotions (e.g., I feel frustrated because I cannot open this jar of paint). Help children learn to label their emotions when they have conflict with other children (e.g., Bobby, it looks like you are feeling angrybecause
ROUTINE BASED SUPPORT GUIDE Routine Base Support Guide – Page 5 A “Teacher’s Support Planning Sheet” is available at the beginning of this Routine BasedSupport Guide for
!HEADSTART/EARLY!HEAD!START!PROGRAM! EARLY!CHILDHOOD !HEADSTART/EARLY!HEAD!START!PROGRAM! Early!Childhood!Mental!HealthConsultant! Interview!Questions! APPLICANT!! ! ! ! ! ! !!! DATE!!! ! ! ! REVIEWER! ! ! ! ! ! ! !!! SOCIAL EMOTIONAL TIPS FOR WITH INFANTS FAMILIES Social Emotional Tips FOR Families with Infants Introduction The quality of each infant’s relationships with familiar adults—especially their parents—sets the foundation for social andemotional health.
CECMHC | CENTER FOR EARLY CHILDHOOD MENTAL HEALTH CONSULTATIONHOMEABOUT THE CENTEROUR VISION FOR MENTAL HEALTH INHSLINKSCONTACT US
The Center for Early Childhood Mental Health Consultation was created through a grant from the Office of Head Start. Our target audience includes: The Center translates research in healthy mental development into materials tailored to the needs of each of the target CECMHC | INFANT TODDLER TEMPERAMENT TOOL Infant Toddler Temperament Tool (IT 3). The Infant Toddler Temperament Tool (IT 3) was developed for the Center for Early Childhood Mental Health Consultation, an Innovation and Support Project funded by the Office of Head Start.. The Infant Toddler Temperament Tool includes a short online survey that allows parents and caregivers of infants and toddlers to recognize and explore their own CECMHC | FINDING SOCIAL EMOTIONAL SCREENING TOOLS The Choose and Use Guide on Screening Instruments is based, in part, on the work of Henderson and Strain (2009), Screening for Social Emotional Concerns a print product of the Technical Assistance Center on Social Emotional Intervention (U.S. Department of Education, Office of Special Education grant #H326B07002). The current Office of Head Start funding is solely responsible for the current CECMHC | WHAT WORKS? WEBINAR SERIES The What Works?A Webinar Series on Effective Early Childhood Mental Health Consultation webinars were funded through a grant from the A.L. Mailman Family Foundation. The current Office of Head Start funding is solely responsible for this gateway to the webinar archives and links to further resources maintained by the Georgetown University Center for Child and Human Development. CECMHC | FINDING SOCIAL EMOTIONAL CURRICULA Finding Social Emotional Curricula. The Choose and Use Guide on Social Emotional Curricula is based, in part, on the work of Powell, D., & Dunlap, G. (2009). Evidence-Based Social-Emotional Curricula and Intervention Packages for Children 0-5 Years and Their Families KEY ELEMENTS OF THE CONSULTATIVE STANCE Johnston and Brinamen (2006) have identified 10 elements that seem to be essential to the consultative stance. The 10 elements are: The centrality of relationships. Parallel process as an organizing principle. Avoiding the position of the expert. Mutuality of endeavor. Understanding another's subjective experience. CECMHC | IDEAS FOR TEACHING CHILDREN ABOUT HANDLING Ideas for Teaching Children about Handling Disappointment/Different Emotions. Throughout the day, model labeling your own emotions (e.g., I feel frustrated because I cannot open this jar of paint). Help children learn to label their emotions when they have conflict with other children (e.g., Bobby, it looks like you are feeling angrybecause
ROUTINE BASED SUPPORT GUIDE Routine Base Support Guide – Page 5 A “Teacher’s Support Planning Sheet” is available at the beginning of this Routine BasedSupport Guide for
!HEADSTART/EARLY!HEAD!START!PROGRAM! EARLY!CHILDHOOD !HEADSTART/EARLY!HEAD!START!PROGRAM! Early!Childhood!Mental!HealthConsultant! Interview!Questions! APPLICANT!! ! ! ! ! ! !!! DATE!!! ! ! ! REVIEWER! ! ! ! ! ! ! !!! SOCIAL EMOTIONAL TIPS FOR WITH INFANTS FAMILIES Social Emotional Tips FOR Families with Infants Introduction The quality of each infant’s relationships with familiar adults—especially their parents—sets the foundation for social andemotional health.
INTRODUCTION TO THE BEST PRACTICE TUTORIAL SERIES Introduction to the Best Practice Tutorial Series. Welcome to the Center for Early Childhood Mental Health Consultation's (CECMHC) Best Practice Tutorial Series. CECMHC | CREATING TEACHING TOOLS FOR YOUNG CHILDREN WITH The Creating Teaching Tools for Young Children (TTYC) was a product originally developed by Bobbie Vaughn, Rochelle Lentini, and Lise Fox of the University of South Florida to provide practical guidance on how to support young children with challenging behavior. It has been disseminated since 2004 through support from the Office of Special CECMHC | FINDING SOCIAL EMOTIONAL CURRICULA List of Curricula. Als Pals: Promote emotional and social competence, foster resilient development, and reduce the risk of later anti-social behavior and substance abuse in young children.Targeted to children ages 3-8 especially those at risk due to factors such as poverty and violence. Incredible Years: Dina Dinosaur Classroom Curriculum. THE GEORGETOWN MODEL OF EARLY CHILDHOOD MENTAL … BACKGROUND The Georgetown Model of ECMHC for School-Based Settings 7 • Conducting obse rvations and needs assessments for children, classrooms, and centers • Meetings with teachers and parents • Meetings with the Director to gather pertinent information (i.e., information about staff, children, families, demographics, culture, neighborhood, procedures, school MODULE 2: BUILDING A MENTAL-HEALTH SPECIFIC STRATEGIC PLAN Module 2: Building a Mental-Health Specific Strategic Plan. In this module, you will learn a step-by-step process for developing, implementing, and maintaining a mental health-specific strategic plan for your program. Having a component of your strategic plan that specifically focuses on mental health will provide a "roadmap" foryour program
MODULE 1: THE CULTURAL CONTEXT OF EARLY CHILDHOOD MENTAL Learning Objectives. After completing this module, you will be able to: Recognize the bio-social context of culture and its influence on the values, beliefs, child rearing practices and expectations of families and program staff for expectant families, child development, and social-emotional health and well-being. RISK FACTORS AND COMMUNITY REFERRALS Module 5: Risk Factors and Community Referrals. Although many prevention and best practice strategies were shared in modules 2-4, there are times when early childhood mental health consultants and the other adults in a child's life are worried about a child's behavior and prevention strategies are not warranting positive change. EXAMPLE: VISION STATEMENT FOR MENTAL HEALTH Example: Vision Statement for Mental Health. Our vision is to provide culturally competent, holistic, and wellness focused services that promote children's social-emotional development, prevent development of mental health challenges, and address social-emotional problems that currently exist. We will do this by using evidence-based strategies in our services to children; by supporting staff USING TEACHING TOOLS 4 Decision Tree for Intervention Using Teaching Tools Step 1 Gather information and determine child needs Obtain data from: • My Teacher Has Observed • My Teacher Wants to Know Does the child have difficulty with engagement, communication, play, and social SAMPLE)CONTRACT) HEAD)START)PROGRAM) EARLY)CHILDHOOD Page%3%of%3% viii.%Other,%including%Supervision%and%Reporting% 104% %a.
MaximumNumber%of%Contractor%Hours%for%this%Term%is%2080%across%twelve%(12)months.%
CECMHC | CENTER FOR EARLY CHILDHOOD MENTAL HEALTH CONSULTATIONHOMEABOUT THE CENTEROUR VISION FOR MENTAL HEALTH INHSLINKSCONTACT US
The Center for Early Childhood Mental Health Consultation was created through a grant from the Office of Head Start. Our target audience includes: The Center translates research in healthy mental development into materials tailored to the needs of each of the target CECMHC | INFANT TODDLER TEMPERAMENT TOOL Infant Toddler Temperament Tool (IT 3). The Infant Toddler Temperament Tool (IT 3) was developed for the Center for Early Childhood Mental Health Consultation, an Innovation and Support Project funded by the Office of Head Start.. The Infant Toddler Temperament Tool includes a short online survey that allows parents and caregivers of infants and toddlers to recognize and explore their own CECMHC | FINDING SOCIAL EMOTIONAL SCREENING TOOLS The Choose and Use Guide on Screening Instruments is based, in part, on the work of Henderson and Strain (2009), Screening for Social Emotional Concerns a print product of the Technical Assistance Center on Social Emotional Intervention (U.S. Department of Education, Office of Special Education grant #H326B07002). The current Office of Head Start funding is solely responsible for the current TYPES OF TRAUMATIC EXPERIENCES Types of Traumatic Experiences. The National Traumatic Stress Network has strived to provide definitions of types of traumatic events; differentiating them from one another based on the event, who is involved, and the interpretation of law. KEY ELEMENTS OF THE CONSULTATIVE STANCE Johnston and Brinamen (2006) have identified 10 elements that seem to be essential to the consultative stance. The 10 elements are: The centrality of relationships. Parallel process as an organizing principle. Avoiding the position of the expert. Mutuality of endeavor. Understanding another's subjective experience. ROUTINE BASED SUPPORT GUIDE Routine Base Support Guide – Page 5 A “Teacher’s Support Planning Sheet” is available at the beginning of this Routine BasedSupport Guide for
TWO TYPES OF TRAUMA DIAGNOSES Two Types of Trauma Diagnoses. It is important to note that not all experiences of trauma lead to a trauma response or trauma-related disorder or diagnosis. There is a normal period of time, following a traumatic event or experience that we might expect to see trauma related responses or signs that do not necessarily develop into a post-traumatic stress disorder. INFANT INFANT TODDLER TEMPERAMENT TOOL (IT INFANT TODDLER TEMPERAMENT TOOL (IT 3)— INFANT VERSION • 2• INTENSITY refers to the energy level of one’s emotional response, both positive and negative. ACTIVITY LEVEL refers to the general level of motor activity when !HEADSTART/EARLY!HEAD!START!PROGRAM! EARLY!CHILDHOOD !HEADSTART/EARLY!HEAD!START!PROGRAM! Early!Childhood!Mental!HealthConsultant! Interview!Questions! APPLICANT!! ! ! ! ! ! !!! DATE!!! ! ! ! REVIEWER! ! ! ! ! ! ! !!! SAMPLE)CONTRACT) HEAD)START)PROGRAM) EARLY)CHILDHOOD Page%3%of%3% viii.%Other,%including%Supervision%and%Reporting% 104% %a.
MaximumNumber%of%Contractor%Hours%for%this%Term%is%2080%across%twelve%(12)months.%
CECMHC | CENTER FOR EARLY CHILDHOOD MENTAL HEALTH CONSULTATIONHOMEABOUT THE CENTEROUR VISION FOR MENTAL HEALTH INHSLINKSCONTACT US
The Center for Early Childhood Mental Health Consultation was created through a grant from the Office of Head Start. Our target audience includes: The Center translates research in healthy mental development into materials tailored to the needs of each of the target CECMHC | INFANT TODDLER TEMPERAMENT TOOL Infant Toddler Temperament Tool (IT 3). The Infant Toddler Temperament Tool (IT 3) was developed for the Center for Early Childhood Mental Health Consultation, an Innovation and Support Project funded by the Office of Head Start.. The Infant Toddler Temperament Tool includes a short online survey that allows parents and caregivers of infants and toddlers to recognize and explore their own CECMHC | FINDING SOCIAL EMOTIONAL SCREENING TOOLS The Choose and Use Guide on Screening Instruments is based, in part, on the work of Henderson and Strain (2009), Screening for Social Emotional Concerns a print product of the Technical Assistance Center on Social Emotional Intervention (U.S. Department of Education, Office of Special Education grant #H326B07002). The current Office of Head Start funding is solely responsible for the current TYPES OF TRAUMATIC EXPERIENCES Types of Traumatic Experiences. The National Traumatic Stress Network has strived to provide definitions of types of traumatic events; differentiating them from one another based on the event, who is involved, and the interpretation of law. KEY ELEMENTS OF THE CONSULTATIVE STANCE Johnston and Brinamen (2006) have identified 10 elements that seem to be essential to the consultative stance. The 10 elements are: The centrality of relationships. Parallel process as an organizing principle. Avoiding the position of the expert. Mutuality of endeavor. Understanding another's subjective experience. ROUTINE BASED SUPPORT GUIDE Routine Base Support Guide – Page 5 A “Teacher’s Support Planning Sheet” is available at the beginning of this Routine BasedSupport Guide for
TWO TYPES OF TRAUMA DIAGNOSES Two Types of Trauma Diagnoses. It is important to note that not all experiences of trauma lead to a trauma response or trauma-related disorder or diagnosis. There is a normal period of time, following a traumatic event or experience that we might expect to see trauma related responses or signs that do not necessarily develop into a post-traumatic stress disorder. INFANT INFANT TODDLER TEMPERAMENT TOOL (IT INFANT TODDLER TEMPERAMENT TOOL (IT 3)— INFANT VERSION • 2• INTENSITY refers to the energy level of one’s emotional response, both positive and negative. ACTIVITY LEVEL refers to the general level of motor activity when !HEADSTART/EARLY!HEAD!START!PROGRAM! EARLY!CHILDHOOD !HEADSTART/EARLY!HEAD!START!PROGRAM! Early!Childhood!Mental!HealthConsultant! Interview!Questions! APPLICANT!! ! ! ! ! ! !!! DATE!!! ! ! ! REVIEWER! ! ! ! ! ! ! !!! SAMPLE)CONTRACT) HEAD)START)PROGRAM) EARLY)CHILDHOOD Page%3%of%3% viii.%Other,%including%Supervision%and%Reporting% 104% %a.
MaximumNumber%of%Contractor%Hours%for%this%Term%is%2080%across%twelve%(12)months.%
CECMHC | FINDING SOCIAL EMOTIONAL SCREENING TOOLS The Choose and Use Guide on Screening Instruments is based, in part, on the work of Henderson and Strain (2009), Screening for Social Emotional Concerns a print product of the Technical Assistance Center on Social Emotional Intervention (U.S. Department of Education, Office of Special Education grant #H326B07002). The current Office of Head Start funding is solely responsible for the current CECMHC | FINDING SOCIAL EMOTIONAL CURRICULA Finding Social Emotional Curricula. The Choose and Use Guide on Social Emotional Curricula is based, in part, on the work of Powell, D., & Dunlap, G. (2009). Evidence-Based Social-Emotional Curricula and Intervention Packages for Children 0-5 Years and Their Families INTRODUCTION TO SOCIAL AND EMOTIONAL HEALTH: DEFINITION Experience and regulate emotions and, Explore and learn. (Definition from Zero To Three) Social health reflects a child’s developing ability to form close, secure relationships with other familiar people in their lives such as parents, relatives and other nurturing caregivers. This trusting bond helps children to feel safe inexploring their
THE GEORGETOWN MODEL OF EARLY CHILDHOOD MENTAL … BACKGROUND The Georgetown Model of ECMHC for School-Based Settings 7 • Conducting obse rvations and needs assessments for children, classrooms, and centers • Meetings with teachers and parents • Meetings with the Director to gather pertinent information (i.e., information about staff, children, families, demographics, culture, neighborhood, procedures, school CECMHC | TEMPERAMENT TRAITS continues with a task or activity in the face of obstacles and does not get easily frustrated. moves on to a new task or activity when faced with obstacles and gets frustrated easily. reacts to the world in a positive way and is generally cheerful. reacts to situations in an observant, sometimes more serious way. !HEADSTART/EARLY!HEAD!START!PROGRAM! EARLY!CHILDHOOD !HEADSTART/EARLY!HEAD!START!PROGRAM! Early!Childhood!Mental!HealthConsultant! Interview!Questions! APPLICANT!! ! ! ! ! ! !!! DATE!!! ! ! ! REVIEWER! ! ! ! ! ! ! !!! STRESS AND THE DEVELOPING BRAIN Early exposure to trauma — extremely fearful events — and high levels of stress affect the developing brain, particularly in those areas involved in emotions and learning. The amygdala and the hippocampus are two brain structures involved in fear and traumatic stress. The amygdala detects whether a stimulus (person or event) isthreatening
TRAUMA SIGNS AND SYMPTOMS Trauma Signs and Symptoms. Trauma signs and symptoms in young children can take many forms. Understanding these signs and symptoms as trauma related depends upon sensitive information gathering from the child, family, and Early Head Start and Head Start staff. TWO TYPES OF TRAUMA DIAGNOSES Two Types of Trauma Diagnoses. It is important to note that not all experiences of trauma lead to a trauma response or trauma-related disorder or diagnosis. There is a normal period of time, following a traumatic event or experience that we might expect to see trauma related responses or signs that do not necessarily develop into a post-traumatic stress disorder. TRAUMA AND A CHILD DEVELOPMENT PERSPECTIVE Trauma and a Child Development Perspective. It is important to understand the developmental nature of trauma in order to understand the child's experience and consider a plan for intervention. Key areas to explore and understand are: The characteristics of the stress, fear, threat, or trauma to the child, The child's genetic anddevelopmental
CECMHC | CENTER FOR EARLY CHILDHOOD MENTAL HEALTH CONSULTATIONHOMEABOUT THE CENTEROUR VISION FOR MENTAL HEALTH INHSLINKSCONTACT US
The Center for Early Childhood Mental Health Consultation was created through a grant from the Office of Head Start. Our target audience includes: The Center translates research in healthy mental development into materials tailored to the needs of each of the target CECMHC | INFANT TODDLER TEMPERAMENT TOOL Infant Toddler Temperament Tool (IT 3). The Infant Toddler Temperament Tool (IT 3) was developed for the Center for Early Childhood Mental Health Consultation, an Innovation and Support Project funded by the Office of Head Start.. The Infant Toddler Temperament Tool includes a short online survey that allows parents and caregivers of infants and toddlers to recognize and explore their own CECMHC | FOR MENTAL HEALTH CONSULTANTS For Mental Health Consultants. Mental health consultants are an important resource to Head Start programs across the country. Currently, there are a limited number of licensed mental health practitioners who have expertise in infant, toddler and preschool social-emotional development, family systems and are comfortable working in group settings. CECMHC | FINDING SOCIAL EMOTIONAL SCREENING TOOLS The Choose and Use Guide on Screening Instruments is based, in part, on the work of Henderson and Strain (2009), Screening for Social Emotional Concerns a print product of the Technical Assistance Center on Social Emotional Intervention (U.S. Department of Education, Office of Special Education grant #H326B07002). The current Office of Head Start funding is solely responsible for the current CECMHC | WHAT WORKS? WEBINAR SERIES The What Works?A Webinar Series on Effective Early Childhood Mental Health Consultation webinars were funded through a grant from the A.L. Mailman Family Foundation. The current Office of Head Start funding is solely responsible for this gateway to the webinar archives and links to further resources maintained by the Georgetown University Center for Child and Human Development. CECMHC | TEMPERAMENT TRAITS continues with a task or activity in the face of obstacles and does not get easily frustrated. moves on to a new task or activity when faced with obstacles and gets frustrated easily. reacts to the world in a positive way and is generally cheerful. reacts to situations in an observant, sometimes more serious way. KEY ELEMENTS OF THE CONSULTATIVE STANCE Johnston and Brinamen (2006) have identified 10 elements that seem to be essential to the consultative stance. The 10 elements are: The centrality of relationships. Parallel process as an organizing principle. Avoiding the position of the expert. Mutuality of endeavor. Understanding another's subjective experience. CECMHC | IDEAS FOR TEACHING CHILDREN ABOUT HANDLING Ideas for Teaching Children about Handling Disappointment/Different Emotions. Throughout the day, model labeling your own emotions (e.g., I feel frustrated because I cannot open this jar of paint). Help children learn to label their emotions when they have conflict with other children (e.g., Bobby, it looks like you are feeling angrybecause
ROUTINE BASED SUPPORT GUIDE Routine Base Support Guide – Page 5 A “Teacher’s Support Planning Sheet” is available at the beginning of this Routine BasedSupport Guide for
SOCIAL EMOTIONAL TIPS FOR WITH INFANTS FAMILIES Social Emotional Tips FOR Families with Infants Introduction The quality of each infant’s relationships with familiar adults—especially their parents—sets the foundation for social andemotional health.
CECMHC | CENTER FOR EARLY CHILDHOOD MENTAL HEALTH CONSULTATIONHOMEABOUT THE CENTEROUR VISION FOR MENTAL HEALTH INHSLINKSCONTACT US
The Center for Early Childhood Mental Health Consultation was created through a grant from the Office of Head Start. Our target audience includes: The Center translates research in healthy mental development into materials tailored to the needs of each of the target CECMHC | INFANT TODDLER TEMPERAMENT TOOL Infant Toddler Temperament Tool (IT 3). The Infant Toddler Temperament Tool (IT 3) was developed for the Center for Early Childhood Mental Health Consultation, an Innovation and Support Project funded by the Office of Head Start.. The Infant Toddler Temperament Tool includes a short online survey that allows parents and caregivers of infants and toddlers to recognize and explore their own CECMHC | FOR MENTAL HEALTH CONSULTANTS For Mental Health Consultants. Mental health consultants are an important resource to Head Start programs across the country. Currently, there are a limited number of licensed mental health practitioners who have expertise in infant, toddler and preschool social-emotional development, family systems and are comfortable working in group settings. CECMHC | FINDING SOCIAL EMOTIONAL SCREENING TOOLS The Choose and Use Guide on Screening Instruments is based, in part, on the work of Henderson and Strain (2009), Screening for Social Emotional Concerns a print product of the Technical Assistance Center on Social Emotional Intervention (U.S. Department of Education, Office of Special Education grant #H326B07002). The current Office of Head Start funding is solely responsible for the current CECMHC | WHAT WORKS? WEBINAR SERIES The What Works?A Webinar Series on Effective Early Childhood Mental Health Consultation webinars were funded through a grant from the A.L. Mailman Family Foundation. The current Office of Head Start funding is solely responsible for this gateway to the webinar archives and links to further resources maintained by the Georgetown University Center for Child and Human Development. CECMHC | TEMPERAMENT TRAITS continues with a task or activity in the face of obstacles and does not get easily frustrated. moves on to a new task or activity when faced with obstacles and gets frustrated easily. reacts to the world in a positive way and is generally cheerful. reacts to situations in an observant, sometimes more serious way. KEY ELEMENTS OF THE CONSULTATIVE STANCE Johnston and Brinamen (2006) have identified 10 elements that seem to be essential to the consultative stance. The 10 elements are: The centrality of relationships. Parallel process as an organizing principle. Avoiding the position of the expert. Mutuality of endeavor. Understanding another's subjective experience. CECMHC | IDEAS FOR TEACHING CHILDREN ABOUT HANDLING Ideas for Teaching Children about Handling Disappointment/Different Emotions. Throughout the day, model labeling your own emotions (e.g., I feel frustrated because I cannot open this jar of paint). Help children learn to label their emotions when they have conflict with other children (e.g., Bobby, it looks like you are feeling angrybecause
ROUTINE BASED SUPPORT GUIDE Routine Base Support Guide – Page 5 A “Teacher’s Support Planning Sheet” is available at the beginning of this Routine BasedSupport Guide for
SOCIAL EMOTIONAL TIPS FOR WITH INFANTS FAMILIES Social Emotional Tips FOR Families with Infants Introduction The quality of each infant’s relationships with familiar adults—especially their parents—sets the foundation for social andemotional health.
CECMHC | CREATING TEACHING TOOLS FOR YOUNG CHILDREN WITH The Creating Teaching Tools for Young Children (TTYC) was a product originally developed by Bobbie Vaughn, Rochelle Lentini, and Lise Fox of the University of South Florida to provide practical guidance on how to support young children with challenging behavior. It has been disseminated since 2004 through support from the Office of Special CECMHC | FOR MENTAL HEALTH CONSULTANTS For Mental Health Consultants. Mental health consultants are an important resource to Head Start programs across the country. Currently, there are a limited number of licensed mental health practitioners who have expertise in infant, toddler and preschool social-emotional development, family systems and are comfortable working in group settings. DEFINING EARLY CHILDHOOD MENTAL HEALTH CONSULTATION Defining Early Childhood Mental Health Consultation. Early childhood mental health consultation (ECMHC) is emerging an as evidence-based intervention for supporting young children's social/emotional development and addressing challenging behaviors. Over the last decade, the following research and practice guided definition hastaken shape:
THE GEORGETOWN MODEL OF EARLY CHILDHOOD MENTAL … BACKGROUND The Georgetown Model of ECMHC for School-Based Settings 7 • Conducting obse rvations and needs assessments for children, classrooms, and centers • Meetings with teachers and parents • Meetings with the Director to gather pertinent information (i.e., information about staff, children, families, demographics, culture, neighborhood, procedures, school TWO TYPES OF TRAUMA DIAGNOSES Two Types of Trauma Diagnoses. It is important to note that not all experiences of trauma lead to a trauma response or trauma-related disorder or diagnosis. There is a normal period of time, following a traumatic event or experience that we might expect to see trauma related responses or signs that do not necessarily develop into a post-traumatic stress disorder. RISK FACTORS AND COMMUNITY REFERRALS Module 5: Risk Factors and Community Referrals. Although many prevention and best practice strategies were shared in modules 2-4, there are times when early childhood mental health consultants and the other adults in a child's life are worried about a child's behavior and prevention strategies are not warranting positive change. ROUTINE BASED SUPPORT GUIDE Routine Base Support Guide – Page 5 A “Teacher’s Support Planning Sheet” is available at the beginning of this Routine BasedSupport Guide for
STRESS AND THE DEVELOPING BRAIN Early exposure to trauma — extremely fearful events — and high levels of stress affect the developing brain, particularly in those areas involved in emotions and learning. The amygdala and the hippocampus are two brain structures involved in fear and traumatic stress. The amygdala detects whether a stimulus (person or event) isthreatening
HEADSTART%PROGRAM% … • Organize$tasks$and$manage$time$effectively.$ Education&%Training%•
Master’s$Degree$required,$preferably$in$Social$Work,$Psychology,$Counseling,$orrelated$ SAMPLE)CONTRACT) HEAD)START)PROGRAM) EARLY)CHILDHOOD Page%3%of%3% viii.%Other,%including%Supervision%and%Reporting% 104% %a.
MaximumNumber%of%Contractor%Hours%for%this%Term%is%2080%across%twelve%(12)months.%
CECMHC | CENTER FOR EARLY CHILDHOOD MENTAL HEALTH CONSULTATIONHOMEABOUT THE CENTEROUR VISION FOR MENTAL HEALTH INHSLINKSCONTACT US
The National Center for Effective Mental Health Consultation (CEMHC) addresses the needs of Early Head Start/Head Start (E/HS) staff and families for practical guidance on effective ways to promote young children’s social and emotional development and reduce challengingbehaviors.
CECMHC | INFANT TODDLER TEMPERAMENT TOOL Infant Toddler Temperament Tool (IT 3). The Infant Toddler Temperament Tool (IT 3) was developed for the Center for Early Childhood Mental Health Consultation, an Innovation and Support Project funded by the Office of Head Start.. The Infant Toddler Temperament Tool includes a short online survey that allows parents and caregivers of infants and toddlers to recognize and explore their own CECMHC | FINDING SOCIAL EMOTIONAL SCREENING TOOLS The Choose and Use Guide on Screening Instruments is based, in part, on the work of Henderson and Strain (2009), Screening for Social Emotional Concerns a print product of the Technical Assistance Center on Social Emotional Intervention (U.S. Department of Education, Office of Special Education grant #H326B07002). The current Office of Head Start funding is solely responsible for the current CECMHC | WHAT WORKS? WEBINAR SERIESDEFINITION OF EARLY CHILDHOODOHIO EARLY CHILDHOODEARLY CHILDHOOD ORGANIZATIONS The What Works?A Webinar Series on Effective Early Childhood Mental Health Consultation webinars were funded through a grant from the A.L. Mailman Family Foundation. The current Office of Head Start funding is solely responsible for this gateway to the webinar archives and links to further resources maintained by the Georgetown University Center for Child and Human Development. CECMHC | TEMPERAMENT TRAITS Dimensions Typical Behavioral Indicator The Adult The Child Activity Level refers to the general level of motor activity when one is awakeor asleep. Motor
CECMHC | IDEAS FOR TEACHING CHILDREN ABOUT HANDLINGACCEPTING DISAPPOINTMENTCOPING WITH DISAPPOINTMENTHOW TO OVERCOME DISAPPOINTMENTSELF DISAPPOINTMENT Ideas for Teaching Children about Handling Disappointment/Different Emotions . Daily Ideas . Throughout the day, model labeling your own emotions (e.g., I feel frustrated because I KEY ELEMENTS OF THE CONSULTATIVE STANCE Key Elements of the Consultative Stance. Johnston and Brinamen (2006) have identified 10 elements that seem to be essential to the consultative stance. CECMHC | TAKING CARE OF OURSELVES Taking Care of Ourselves: Stress and Relaxation. Stress is natural and can be inevitable. But stress can take a toll on your health and effectiveness as an early childhood educator or parent. ROUTINE BASED SUPPORT GUIDE Routine Base Support Guide – Page 5 A “Teacher’s Support Planning Sheet” is available at the beginning of this Routine BasedSupport Guide for
SOCIAL EMOTIONAL TIPS FOR WITH INFANTS FAMILIESINFANTS EMOTIONAL DEVELOPMENTSOCIAL EMOTIONAL HEALTH FOR KIDSSOCIAL EMOTIONAL INFANTSOCIAL EMOTIONAL DEVELOPMENT FOR PRESCHO…SOCIAL EMOTIONAL DEVELOPMENT IN CHILDRENSOCIAL EMOTIONAL FOR INFANTS Social Emotional Tips FOR Families with Infants Introduction The quality of each infant’s relationships with familiar adults—especially their parents—sets the foundation for social andemotional health.
CECMHC | CENTER FOR EARLY CHILDHOOD MENTAL HEALTH CONSULTATIONHOMEABOUT THE CENTEROUR VISION FOR MENTAL HEALTH INHSLINKSCONTACT US
The National Center for Effective Mental Health Consultation (CEMHC) addresses the needs of Early Head Start/Head Start (E/HS) staff and families for practical guidance on effective ways to promote young children’s social and emotional development and reduce challengingbehaviors.
CECMHC | INFANT TODDLER TEMPERAMENT TOOL Infant Toddler Temperament Tool (IT 3). The Infant Toddler Temperament Tool (IT 3) was developed for the Center for Early Childhood Mental Health Consultation, an Innovation and Support Project funded by the Office of Head Start.. The Infant Toddler Temperament Tool includes a short online survey that allows parents and caregivers of infants and toddlers to recognize and explore their own CECMHC | FINDING SOCIAL EMOTIONAL SCREENING TOOLS The Choose and Use Guide on Screening Instruments is based, in part, on the work of Henderson and Strain (2009), Screening for Social Emotional Concerns a print product of the Technical Assistance Center on Social Emotional Intervention (U.S. Department of Education, Office of Special Education grant #H326B07002). The current Office of Head Start funding is solely responsible for the current CECMHC | WHAT WORKS? WEBINAR SERIESDEFINITION OF EARLY CHILDHOODOHIO EARLY CHILDHOODEARLY CHILDHOOD ORGANIZATIONS The What Works?A Webinar Series on Effective Early Childhood Mental Health Consultation webinars were funded through a grant from the A.L. Mailman Family Foundation. The current Office of Head Start funding is solely responsible for this gateway to the webinar archives and links to further resources maintained by the Georgetown University Center for Child and Human Development. CECMHC | TEMPERAMENT TRAITS Dimensions Typical Behavioral Indicator The Adult The Child Activity Level refers to the general level of motor activity when one is awakeor asleep. Motor
CECMHC | IDEAS FOR TEACHING CHILDREN ABOUT HANDLINGACCEPTING DISAPPOINTMENTCOPING WITH DISAPPOINTMENTHOW TO OVERCOME DISAPPOINTMENTSELF DISAPPOINTMENT Ideas for Teaching Children about Handling Disappointment/Different Emotions . Daily Ideas . Throughout the day, model labeling your own emotions (e.g., I feel frustrated because I KEY ELEMENTS OF THE CONSULTATIVE STANCE Key Elements of the Consultative Stance. Johnston and Brinamen (2006) have identified 10 elements that seem to be essential to the consultative stance. CECMHC | TAKING CARE OF OURSELVES Taking Care of Ourselves: Stress and Relaxation. Stress is natural and can be inevitable. But stress can take a toll on your health and effectiveness as an early childhood educator or parent. ROUTINE BASED SUPPORT GUIDE Routine Base Support Guide – Page 5 A “Teacher’s Support Planning Sheet” is available at the beginning of this Routine BasedSupport Guide for
SOCIAL EMOTIONAL TIPS FOR WITH INFANTS FAMILIESINFANTS EMOTIONAL DEVELOPMENTSOCIAL EMOTIONAL HEALTH FOR KIDSSOCIAL EMOTIONAL INFANTSOCIAL EMOTIONAL DEVELOPMENT FOR PRESCHO…SOCIAL EMOTIONAL DEVELOPMENT IN CHILDRENSOCIAL EMOTIONAL FOR INFANTS Social Emotional Tips FOR Families with Infants Introduction The quality of each infant’s relationships with familiar adults—especially their parents—sets the foundation for social andemotional health.
CECMHC | CREATING TEACHING TOOLS FOR YOUNG CHILDREN WITH Creating Teaching Tools for Young Children with Challenging Behavior We adapted Creating Teaching Tools to provide you and other teachers with practical strategies that we know to be successful in helping young children with problem behavior.These strategies come from our research activities and experiences in Positive Behavior Support. CECMHC | FOR MENTAL HEALTH CONSULTANTS For Mental Health Consultants. Mental health consultants are an important resource to Head Start programs across the country. Currently, there are a limited number of licensed mental health practitioners who have expertise in infant, toddler and preschool social-emotional development, family systems and are comfortable working in group settings. DEFINING EARLY CHILDHOOD MENTAL HEALTH CONSULTATION Note: It is important to emphasize that while the consultant may bring mental health expertise, ECMHC is grounded in the belief that consultants and caregivers (providers and families) are equally valuable team members with unique and important perspectives and knowledge to contribute. Thus, a critical part of consultation work is determining who should be "at the table" as intervention CECMHC | TEMPERAMENT TRAITS Dimensions Typical Behavioral Indicator The Adult The Child Activity Level refers to the general level of motor activity when one is awakeor asleep. Motor
THE GEORGETOWN MODEL OF EARLY CHILDHOOD MENTAL … BACKGROUND The Georgetown Model of ECMHC for School-Based Settings 7 • Conducting obse rvations and needs assessments for children, classrooms, and centers • Meetings with teachers and parents • Meetings with the Director to gather pertinent information (i.e., information about staff, children, families, demographics, culture, neighborhood, procedures, school TWO TYPES OF TRAUMA DIAGNOSES Two Types of Trauma Diagnoses. It is important to note that not all experiences of trauma lead to a trauma response or trauma-related disorder or diagnosis. There is a normal period of time, following a traumatic event or experience that we might expect to see trauma related responses or signs that do not necessarily develop into a post-traumatic stress disorder. RISK FACTORS AND COMMUNITY REFERRALS Module 5: Risk Factors and Community Referrals. Although many prevention and best practice strategies were shared in modules 2-4, there are times when early childhood mental health consultants and the other adults in a child's life are worried about a child's behavior and prevention strategies are not warranting positive change. STRESS AND THE DEVELOPING BRAIN Stress and the Developing Brain Overwhelming stress and young children. Early exposure to trauma — extremely fearful events — and high levels of stress affect the developing brain, particularly in those areas involved in emotions and learning. HEADSTART%PROGRAM% … • Organize$tasks$and$manage$time$effectively.$ Education&%Training%•
Master’s$Degree$required,$preferably$in$Social$Work,$Psychology,$Counseling,$orrelated$ SAMPLE)CONTRACT) HEAD)START)PROGRAM) EARLY)CHILDHOOD Page%3%of%3% viii.%Other,%including%Supervision%and%Reporting% 104% %a.
MaximumNumber%of%Contractor%Hours%for%this%Term%is%2080%across%twelve%(12)months.%
Please visit the Center of Excellence for Infant and Early Childhood Mental Health Consultation (CoE for IECMHC) to learn and explore additional resources on IECMHC in all settings. Launched in 2019, the CoE for IECMHC is run by the Georgetown University Center for Child and Human Development and funded by the Substance Abuse and Mental Health Service Administration CECMHC | Center for Early Childhood Mental Health Consultation Home | A - Z List : A BC D E F
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Teaching Tools for Young ChildrenStress ReductionTemperament ToolTutorialsToolkits * The Georgetown Model of ECMHC for School-Based Settings * Competencies: Early/Infant Childhood Mental Health Consultation * Five Action Steps to Address Maternal Depression in Head StartPrograms
* New Tutorial: Cultural and Linguistic Competence in Early Childhood Mental Health Consultation * Developing and Implementing a Programwide Vision for Effective Mental Health Consultation * Social Emotional Tips for Families with InfantsSEE MORE RESOURCES
The CENTER FOR EARLY CHILDHOOD MENTAL HEALTH CONSULTATION was created through a grant from the Office of Head Start. Our target audienceincludes:
* Mental Health Consultants * Head Start Program Administrators* Head Start Staff
* Training & Technical Assistance Providers* Families
The Center translates research in healthy mental development into materials tailored to the needs of each of the target audiences, and makes them available on this website. The Center gathers in one place a wide range of materials that address the needs of HS staff and families for practical guidance on effective ways to promote young children's social and emotional development, and reduce challenging behaviors. ADDITIONAL IECMHC RESOURCES Please visit the Center of Excellence for Infant and Early Childhood Mental Health Consultation (CoE for IECMHC) to learn and explore additional resources on IECMHC in all settings. Launched in 2019, the CoE for IECMHC is run by the Georgetown University Center for Child and Human Development and funded by the Substance Abuse and Mental Health Service Administration.COPYRIGHT POLICY
Materials developed on this site are protected by Georgetown University's copyright policies. However,
we encourage you to download them for use in your work. * Permission is not required if the material is to be (1) used unaltered and (2) proper credit is given to the authors and to the Center for ECMHC (CECMHC). * Permission is required if the material is to be (1) modified in any way; (2) used in broad distribution; or (3) used for commercialpurpose.
Accessibility · Copyright © Georgetown University This website was made possible by grant number 90YD0268 from the Office of Head Start, Administration for Children, Youth and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the authors and do not represent the official views or policies of the funding agency nor does publication in any way constitute an endorsement by the funding agency.Details
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