Early Childhood Mental Health Consultation: Results of a Statewide Random-Controlled Evaluation

Gilliam, Walter; Maupin, Angela N.; Reyes, Chin R.

doi:10.1016/j.jaac.2016.06.006

Cited by 85 publications

(121 citation statements)

References 22 publications

Supporting

Mentioning

117

Contrasting

Unclassified

Order By: Relevance

“…Our findings regarding programme type and the use of evidence‐based strategies are in line with Gilliam's () assertion that differences in access to supportive services may be related to programme type. Private for‐profit centres were less likely to have access to ECMHC, to conduct developmental and behavioural screening, and to have a contract with an agency responsible for the provision of early intervention services when compared to other programme types.…”

Section: Discussionsupporting

confidence: 90%

“…Over three quarters of centre directors who responded to our survey reported having access to a mental health consultant. Gilliam () reported that only 22.9 per cent of teachers nationally had regular access to a psychologist or psychiatrist, with 16.8 per cent having no access at all. Our findings suggest a promising shift within the field by focusing on social‐emotional causes and interventions, rather than on suspensions and expulsions, as a means of addressing challenging behaviour.…”

Section: Discussionmentioning

confidence: 99%

“…Early childhood mental health consultation is designed to build programme capacity while preventing, identifying and treating mental health problems in young children (Cohen and Kaufmann, ) and has been shown to prevent the duration and intensity of challenging behaviours and help prevent preschool expulsion (Gilliam, ; Hoover and others, ; Perry and others, ). In a recent statewide random‐controlled evaluation, ECMH was found to significantly decrease externalising and problem behaviours (Gilliam and others, ), and ECMHC has also been shown to reduce teacher stress and burnout and increase teacher self‐efficacy and the use of positive discipline strategies (Gilliam and others, ; Vuyk and others, ). The key role of programme leadership in securing ECMHC is critical because a centre director must see value in this service and advocate on behalf of children, families, and staff to secure necessary ECMHC.…”

Section: Introductionmentioning

confidence: 99%

“…The key role of programme leadership in securing ECMHC is critical because a centre director must see value in this service and advocate on behalf of children, families, and staff to secure necessary ECMHC. Gilliam () has suggested that differences in access to ECMHC may be related to programme type, with Head Start programmes and those located in public schools being more likely to have the resources necessary to access an ECMHC and/or have funding requirements to make ECMHC available at the child and classroom level.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Early Childhood Education Centre Director Perceptions of Challenging Behaviour: Promising Practices and Implications for Professional Development

et al. 2018

View full text Add to dashboard Cite

Given their key role in overall programme quality, it is critical to examine how early childhood programme centre directors in the United States perceive challenging behaviour. Participants completed a survey asking which behaviours they perceive to be most problematic, the number of children dismissed or expelled from the programme during the last year, and the most commonly used strategies for addressing challenging behaviours. Results point to several promising practices and highlight the variability in access to evidence‐based practices based on programme type. Areas that warrant more targeted professional development are discussed, and findings are situated within the larger early childhood context.

show abstract

Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Early Childhood Education Centre Director Perceptions of Challenging Behaviour: Promising Practices and Implications for Professional Development

et al. 2018

View full text Add to dashboard Cite

show abstract

“…A form of integrated care specific to early childhood, IECMHC is a multilevel preventive intervention that teams mental health providers with professionals from the natural settings in which young children spend time. In fact, while more rigorous empirical studies are needed, emerging evidence (e.g., Gilliam et al, 2016; Perry et al, 2010) suggests that IECMHC impacts child outcomes (e.g., improved social skills and classroom behavior, reduced expulsions), family outcomes (e.g., reduced parenting stress, increased parent involvement in ECE settings), and staff outcomes (e.g., increased feelings of competency and self‐efficacy, reduced job stress).…”

Section: Consultationmentioning

confidence: 99%

Mental health consultation in education settings: Supporting grown‐ups to better support kids

Newland¹,

Silver²

2020

Child Adolescent Behavior

View full text Add to dashboard Cite

Olivia has attended ABC Early Learning Program since infancy, and she transitioned to the preschool classroom 3 months ago, shortly after her fourth birthday. She has always been described as an “opinionated,” “busy” child, but her behaviors were manageable throughout her infant and toddler years. However, Olivia's preschool teacher, Miss Pam, calls the director into the classroom almost daily to help her manage Olivia's behavior. Miss Pam indicates that Olivia “goes from 0 to 100” quickly and can be triggered by “anything,” including a child taking her toy, not having her preferred snack, circle time, or transitions from a preferred activity (e.g., art) to a nonpreferred activity (e.g., cleanup, nap). When upset, Olivia will hit or kick peers, throw off her shoes, rip pictures and posters from the wall, and refuse to comply with teacher directions. It can take anywhere from 5 to 30 minutes for Olivia to calm down and rejoin the classroom routine. Miss Pam feels that Olivia is taking away important instructional time from the rest of the children and worries about other parents complaining that their children are being hurt. At home, Olivia's mother acknowledged that Olivia is a “tough kid” and she isn't always sure how to “make her listen.” Miss Pam and the center director wonder if they can support Olivia in their program. They have told Olivia's mother that she will need to find another placement if Olivia's behaviors do not improve in the next month.

show abstract

The role of early care and education in addressing early childhood trauma

Bartlett

Smith

2019

American J of Comm Psychol

View full text Add to dashboard Cite

Young children's experience of trauma is associated with a wide range of adverse events and circumstances, including abuse and neglect, domestic violence, loss of a parent, and community violence. Policymakers and practitioners are increasingly aware that trauma during the first few years of life is especially widespread, and there is growing interest in new ways to support these young children and their families. Many young children who experience trauma attend early care and education (ECE) programs, and these settings offer important opportunities to promote their well‐being. This paper examines strategies currently being implemented in ECE to address early childhood trauma. The paper first examines research on how trauma affects young children's development, ECE environments, and society. We then describe the unique needs of young, traumatized children and features of trauma‐informed care that can address their needs, along with emerging interventions and supports that can be incorporated into or linked with ECE settings as part of a trauma‐informed approach. We conclude with a discussion of future directions for ECE and trauma research, policy, and practice, bearing in mind both the promise of new approaches and a limited evidence base to date.

show abstract

Early Childhood Mental Health Consultation: Results of a Statewide Random-Controlled Evaluation

Cited by 85 publications

References 22 publications

Early Childhood Education Centre Director Perceptions of Challenging Behaviour: Promising Practices and Implications for Professional Development

Early Childhood Education Centre Director Perceptions of Challenging Behaviour: Promising Practices and Implications for Professional Development

Mental health consultation in education settings: Supporting grown‐ups to better support kids

The role of early care and education in addressing early childhood trauma

Contact Info

Product

Resources

About