Using Early Childhood Mental Health Consultation to Facilitate the Social–Emotional Competence and School Readiness of Preschool Children in Marginalized Communities

Mathis, Erin T.; Hartz, Karyn; Berkowitz, Murray R.; Carlson, Abby G.; Kimport, Rebecca; Brown, Chavaughn; Biel, Matthew G.; Domitrovich, Celene E.

doi:10.1007/s12310-021-09486-y

Cited by 4 publications

(4 citation statements)

References 24 publications

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“…These findings are synchronous with the findings of Chen et al ( 2021 ) who explained that school readiness considers the competencies of children as the outcome of interest and emphasizes the social system within which the children are embedded. Similarly, Mathis et al ( 2022 ) figured out that the school readiness is developed when the child is mentally prepared to enter school, and it becomes quite challenging for the child to engage in school readiness without their parents. Hypothesis H4 of the study has been accepted which posited that perceived social support has an effect on school readiness.…”

Section: Discussionmentioning

confidence: 99%

“…Upon this argument, researchers built that the LB children are grown without parental care; therefore, perceived social support is a significant factor that encourages school readiness among them (Wen et al, 2021 ). School readiness is developed when the child is mentally prepared to enter school, and it becomes quite challenging for the child to engage in school readiness without their parents (Mathis et al, 2022 ). Thus, the role of perceived social support is important in influencing school readiness among children.…”

Section: Review Of Literature and Hypotheses Developmentmentioning

confidence: 99%

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Assessment of Effect of Perceived Social Support on School Readiness, Mental Wellbeing, and Self-Esteem: Mediating Role of Psychological Resilience

Shi

2022

Front. Psychol.

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Objective of this study is to investigate the impact of perceived social support on the self-esteem, mental wellbeing, and school readiness of left-behind (LB) children. It further aims at understanding the mediating role of psychological resilience between the relationships of perceived social support and self-esteem, mental wellbeing, and school readiness. For this purpose, population frame of the LB children between the ages of 8–12 years in Mainland China was taken. The sample size of 335 was taken to reach the findings through partial least square (PLS) structural equation modeling. The SmartPLS has been used to analyze the data. The results obtained in this study have shown that the perceived social support plays a very significant role in enhancing the mental wellbeing, self-esteem, and school readiness of the LB children. It has also been found that the perceived social support plays a positive role in the psychological resilience. Furthermore, it has also been found that the psychological resilience is an important predictor of self-esteem and school readiness. Further, the psychological resilience has proved to be significant mediator between the relationship of the perceived social support and self-esteem; and also between the relationship of the perceived social support and school readiness.

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Section: Discussionmentioning

confidence: 99%

Section: Review Of Literature and Hypotheses Developmentmentioning

confidence: 99%

Assessment of Effect of Perceived Social Support on School Readiness, Mental Wellbeing, and Self-Esteem: Mediating Role of Psychological Resilience

Shi

2022

Front. Psychol.

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“…At the program level, the Georgetown IECMHC framework provides support for program leaders and directors. At the classroom level, the Georgetown IECMHC framework helps teachers develop strategies to overcome instructional challenges, reduce their stress, improve classroom practices (Reyes & Gilliam, 2021), and strengthen children's early social-emotional skills (Mathis et al, 2022). An essential feature of this model is using a consultative stance and reflective practices at the program and classroom level to develop mutually collaborative relationships, particularly to reduce teachers' stress as a mechanism to improve teacher-child relationships (Natale & Bailey, 2023).…”

Section: Current Iecmhc Modelsmentioning

confidence: 99%

Initial validation of the Health Environment Rating Scale‐Early Childhood Consultation‐Classroom (HERS‐ECC‐C)

Futterer,

Mullins,

Bulotsky‐Shearer

et al. 2024

Infant Mental Health Journal

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The present study validated a newly developed easy‐to‐use observational instrument, the Health Environment Rating Scale‐Early Childhood Consultation‐Classroom version (HERS‐ECC‐C), to measure the quality of the classroom environment within early care and education centers participating in a mental health consultation program in a diverse area of the southeastern United States. Using a confirmatory factor analysis, three factors emerged capturing critical aspects of a high‐quality classroom environment and demonstrated good reliability: (1) Supportive Practices, Positive Socioemotional Practices, and Classroom Management (α = .88), (2) Health and Family Communication (α = .79), and (3) Individualizing to Children's Needs (α = .80). Criterion‐related validity was established through concurrent associations between the three HERS‐ECC‐C subscales and the domains of the Classroom Assessment Scoring System (CLASS) and predictive associations with the Childcare Worker Job Stress Inventory. The HERS‐ECC‐C Supportive Practices and Health and Family Communication subscales were associated with all three CLASS domains, and the Individualizing to Children's Needs subscale was associated with the CLASS Instructional support domain. Higher HERS‐ECC‐C subscale scores were associated with lower teacher‐reported job stress. Findings provide initial evidence to support the use and continued development of the HERS‐ECC‐C as a tool to evaluate programs and classrooms engaged in mental health consultation professional development interventions.

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“…There is nascent literature on IECMHC's impact on other child outcomes. For instance, a D.C. consultation program reported that children in schools receiving IECMHC had higher academic achievement scores -a proxy measure for school readiness -after one academic year of consultation (Mathis et al, 2022). In addition, research is beginning to investigate equity in child outcomes, IECMHC evaluation data from Arizona suggested that IECMHC may have a stronger positive impact when Black children, and in particular Black boys, are the focus of consultation as compared to White children (Shivers et al, 2021).…”

Section: Child and Family Outcomesmentioning

confidence: 99%

The Evidence Base for How and Why Infant and Early Childhood Mental Health Consultations Works

Tidus,

Davis Schoch,

Perry

et al. 2022

HS Dialog

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Infant and Early Childhood Mental Health Consultation (IECMHC) is an evidence-based service in which consultants build capacity for early childhood professionals and programs to promote the social-emotional development of infants and young children. This paper describes the current state of the evidence for IECMHC, mapping the evidence to a new theory of change from the Center of Excellence (CoE) for IECMHC. There is a substantial literature base regarding the effects of consultation on outcomes for infants and young children; yet the evidence for consultation’s specific mechanisms of change, moderators of impact, and reductions in disparities have been understudied. The authors identify gaps in the scholarly literature, articulate next steps for research, and conclude with a call to action for IECMHC researchers to expand rigorous studies to the range of settings in which IECMHC is implemented and to center social justice in the research questions, methods, and dissemination.

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Using Early Childhood Mental Health Consultation to Facilitate the Social–Emotional Competence and School Readiness of Preschool Children in Marginalized Communities

Cited by 4 publications

References 24 publications

Assessment of Effect of Perceived Social Support on School Readiness, Mental Wellbeing, and Self-Esteem: Mediating Role of Psychological Resilience

Assessment of Effect of Perceived Social Support on School Readiness, Mental Wellbeing, and Self-Esteem: Mediating Role of Psychological Resilience

Initial validation of the Health Environment Rating Scale‐Early Childhood Consultation‐Classroom (HERS‐ECC‐C)

The Evidence Base for How and Why Infant and Early Childhood Mental Health Consultations Works

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