Beginning to “Unpack” Early Childhood Mental Health Consultation: Types of Consultation Services and Their Impact on Teachers

Abstract

ABSTRACT:The goal of the current study was to examine the impact of the frequency of two types of early childhood mental health consultation (ECMHC) activities (time spent in the class and time spent meeting with teachers) on teacher-child interactions, use of positive classroom-management techniques, and the intent to quit the childcare profession. We addressed these questions with a sample of 115 teachers from private childcare settings participating in a midlength (6-8 months) consultation partnership, using pre-and posttest data collected from structured classroom observations and teacher surveys. Results suggest that ECMHC time spent in the classroom was associated with less teacher punitiveness, permissiveness, and detachment, and more use of positive classroom-management strategies at the posttest assessment (controlling for baseline teacher behaviors). The frequency of meetings with teachers did not impact teacher-child interactions; however, in an exploratory analysis, the frequency of meetings with the teacher was associated with a reduction in teachers' intent to leave the profession of childcare.

Addressing Early Adversity Through Mental Health Consultation in Early Childhood Settings

“…Arkansas' ECMHC program, Project PLAY (Positive Learning for Arkansas' Youngest), has sought to draw attention to the need to support young foster children in their child care settings. State‐level data suggest that most foster children are placed in child care centers that are not quality rated and that they have frequent disruptions to their care (Conners‐Burrow et al, ). While assisting state partners in designing training and policy solutions to this problem, the Project PLAY team began prioritizing ECMHC services to child care programs in which foster children are enrolled.…”

“…Results from multiple evaluations of Project PLAY suggest the program is having success in improving the child care experience for young children (Conners‐Burrow et al, ; Conners‐Burrow, Whiteside‐Mansell, McKelvey, Vermani, & Sockwell, ). The most recent evaluation report includes data collected since Project PLAY began to prioritize services to child care centers that serve young foster children.…”

Early Childhood Mental Health Consultation

“…In a childcare setting, there are several steps in this child-centered consultation process (Conners-Burrow et al, 2013). Initially, the ECMH consultant collaborates with the team to gather pertinent information and assessment data.…”

“…Open communication and positive relationships are vitally important and influence the degree to which the consultation and implementation process is successful (Carlson et al, 2012). For example, research has shown that an increase in the frequency of meetings between an ECMH consultant and teacher results in more positive teacher–child interactions (Virmani et al, 2013), and the amount of time an ECMH consultant spends in the classroom directly affects the perceived benefits from the teacher’s perspective (Conners-Burrow et al, 2013).…”

“…Moreover, preschool teachers who received consultation on an ongoing basis reported that classroom management strategies became easier to implement (Williford & Shelton, 2008). In addition to classroom management, results have shown positive effects on the quality of teacher–child interactions in the classroom, with teachers being less punitive, less detached, and more engaged in activities with the children (Conners-Burrow et al, 2013; Virmani et al, 2013). With regard to child-centered consultation, ECMH consultants had a positive impact on young children’s pro-social behavior when they were knowledgeable about recommended practices in mental health services and when they also had supervision and support (Allen & Green, 2012).…”