CHILDREN WITH SOCIAL, EMOTIONAL AND BEHAVIORAL CONCERNS AND THE PROVIDERS WHO SUPPORT THEM: COLORADO’S CHILD CARE PROVIDERS SPEAKING UP ON THE ISSUE Implications.

Slides:



Advertisements
Similar presentations
SCHOOL COUNSELING Fran Hensley, M.A.Ed. School Counselor
Advertisements

Self Study Orientation Community Living Burlington.
Effective Practices for Preventing and Addressing Young Children’s Challenging Behaviors Mary Louise Hemmeter, Ph.D.: University of Illinois at Urbana-Champaign.
Research Findings and Issues for Implementation, Policy and Scaling Up: Training & Supporting Personnel and Program Wide Implementation
Policies and Procedures: Issues for Implementation, Policy and Scaling up Barbara J. Smith, U. of Colorado at Denver and Health Sciences Center Policy.
SCHOOL PSYCHOLOGISTS Helping children achieve their best. In school. At home. In life. National Association of School Psychologists.
Cedarmere Elementary School. Positive Behavior Intervention Supports (PBIS)- An Overview August 2006.
What Do Counsellors Do? Enhance students' mental, social & educational development Assist with the development of an enabling school culture Empower students.
Oct January 2007 Oct 2008 The child’s perspective Dr Sharon Pettle Consultant Clinical Psychologist HFEA Oct 2008.
UNDERSTANDING BEHAVIOR Presented by: Kelly Wilson University of Colorado at Denver Pyramid Plus Team.
Introduction to Strengthening Families: An Effective Approach to Supporting Families Massachusetts Home Visiting Initiative A Department of Public Health.
Strengthening Families: An Effective Approach to Supporting Families.
Bullying Prevention Catherine Bradshaw, Ph.D., M.Ed. Johns Hopkins Center for the Prevention of Youth Violence (CDC) Johns Hopkins Center for Prevention.
Behavioral-Health Integration in Pediatric Primary Care and Race to the Top Project 7.
Healthy Child Development Suggestions for Submitting a Strong Proposal.
School-Based Psychological Services
Bridgeport Safe Start Initiative Update Meeting September 23, 2004 Bridgeport Holiday Inn.
Riverside County Department of Mental Health Children’s Services.
Parenting Primary School Age Children Dr Louise Keown Faculty of Education.
One Community’s Approach Catherine McDowell, MS Project Manager Coos Coalition for Young Children and Families Charles Cotton, LICSW Area Director Northern.
Research to Practice: Implementing the Teaching Pyramid Mary Louise Hemmeter Vanderbilt University
Building the Capacity of Programs to Meet the Needs of Young Children with Challenging Behavior Lise Fox, Ph.D. University of South Florida
Demonstrating the Links between Research, Practice & Policy in Early Childhood Mental Health June 16, 2009 NAEYC Office of Applied Research 18 th National.
Forgoodness sake An applied approach to behavioural intervention for young children A Community Response 1991: Child Care Advisory Committee How to support.
that keep families strong
Colorado Early Childhood Mental Health State Plan
Family Connections Fostering positive interactions for families facing adversity in Early Head Start & Head Start Centers families facing adversity in.
COAD Region Spring 2013 Head Start Summit March 22, 2013.
Social-Emotional Development Unit 3 - Getting Ready for the Unit
Using Evidence to Enhance the Social Emotional and Behavioral Health of Young Children Patrice Farquharson, EdD, Michelle Beauchesne, DNSc,RN,CPNP, Susan.
Supporting young carers in schools October 2010 Daniel Phelps
Seasonal and H1N1 Flu Guidance on helping Child Care and Early Childhood Programs respond to Influenza Season September 17, 2009 Presented by: Leona Davis.
THE IMPACT OF SOCIAL EMOTIONAL LEARNING Team Tennessee-Project B.A.S.I.C. Partnership September 2013.
Frances Blue. “Today’s young people are living in an exciting time, with an increasingly diverse society, new technologies and expanding opportunities.
Strengthening Mental Health Improvement and Early Intervention for Child and Young People in Greater Glasgow and Clyde Tuesday 13 th September 2011 Stakeholders.
Early Childhood Mental Health Consultation Early interventions with very young children (birth to 6 years of age) at risk of experiencing serious emotional.
13-1 © 2011 Pearson Education, Inc. All rights reserved. Nutrition, Health, and Safety for Young Children: Promoting Wellness, 1e Sorte, Daeschel, Amador.
Promoting the Importance of Healthy, Happy Babies Love and Learn! Promoting the Importance of Healthy, Happy Babies Infant Mental Health Project.
Policy Challenges, Opportunities and Strategies Identified by State/Local Leaders, Families and 2004 Policy Maker’s Summit Participants Barbara Smith,
Evaluation of the Indiana ECCS Initiative. State Context Previous Early Childhood System Initiatives –Step Ahead –Building Bright Beginnings SPRANS Grant.
What is my role as an educator?. Two Perspectives: Outside (researchers and media) 1980’s: war on drugs Gun Free School Act (GFSA) Zero Tolerance policy.
Project KEEP: San Diego 1. Evidenced Based Practice  Best Research Evidence  Best Clinical Experience  Consistent with Family/Client Values  “The.
Good Health Fund 2014 Health & Work Laura Wharton Public Health Partnerships Manager.
Bright from the Start: Georgia Department of Early Care and Learning Susan Adams Assistant Commissioner House Study Committee on Children’s.
1 The Impact of Challenging Behaviors Can One Really Be “Expelled” from Preschool? Walter S. Gilliam, PhD The Edward Zigler Center in Child Development.
R&R: Relationships and Readiness in Early Childhood Mental Health Consultation Jordana Ash, LCSW Kid Connects Boulder The Mental Health Center serving.
Vice Chair, Children & Young People’s Mental Health Coalition #SNEsummit15 Mick Atkinson.
Use of mental health services by U.S. children, 2005* Gloria A. Simpson Robin A. Cohen Patricia N. Pastor Cynthia A. Reuben *Findings are based on the.
EARLY CHILDHOOD CONSULTATION PARTNERSHIP A COLLABORATION BETWEEN ADVANCED BEHAVIORAL HEALTH & THE THE DEPARTMENT OF CHILDREN AND FAMILIES. FUNDED BY THE.
COMMUNITY COLLABORATIVES Community Collaboratives around the state were an outgrowth of recommendations in the state report Mental Disability Prevention.
Child Abuse Prevention EDU 153 Spring Policies for Child Abuse  Preventive Measures  Protective Measures.
Young People and The Digital World Building resilience for the future Sarah Brennan Chief Executive,
Indiana Paths to QUALITY™ Child Care Quality Rating and Improvement System: Outcomes for Children and Child Care Providers James Elicker, Zachary Gold,
Inclusion of children with a disability
Mitigation of Restraint and Seclusion of Young Children with Disabilities through Meaningful Data Collection: A Prevention Framework Sarah L. Davidon,
Camille Catlett and Megan Vinh
Effective Support for Children and Families in Essex – July 2017
Infant Mental Health Consultation in Early Childhood Classrooms
Assessing the needs of young carers
Early Childhood Family Partners
Wirral SEN/D Picture.
Creativity Session Presenter’s Name.
Camille Catlett and Megan Vinh
Travis Wright, Ed.D April 26, 2018
NAEYC Early Childhood Standards
Social-emotional competence
Infant Assessment: 1 month to 18 months - 19 children
Daniel S. Shaw University of Pittsburgh
QPC Therapeutic Delivery Model
Presentation transcript:

CHILDREN WITH SOCIAL, EMOTIONAL AND BEHAVIORAL CONCERNS AND THE PROVIDERS WHO SUPPORT THEM: COLORADO’S CHILD CARE PROVIDERS SPEAKING UP ON THE ISSUE Implications for child care program administrators

JFK Partners University of Colorado Denver Sarah Hoover

“Long before they form their first words or attempt the feat of sitting up, they are already mastering complex emotions—jealousy, empathy, frustration—that were once thought to be learned much later in toddlerhood.” Newsweek, August 15, 2005

The context  In September 2005, the Early Childhood and School Readiness Commission heard compelling testimony from parents on the difficulty in receiving help for children with social, emotional and behavioral difficulties  Walter Gilliam’s research on pre-K expulsion rates nationally and in Colorado raised concerns  Winter 05-06, ECSR Commission convened stakeholder meetings regarding legislation on children with challenging behavior  January 2006 Joint Resolution developed supporting a study regarding children with challenging behavior; April 2006 passed both House and Senate

What are the Issues?  What is the nature and extent of the social, emotional and behavioral difficulties of young children in early care and education settings?  Are children with social, emotional and behavioral difficulties being removed from early care and education?  What are the challenges faced in these settings by caregivers and administrators?

Settings Reported (unduplicated) Licensed Center: 534 (39,964 children) Family Child Care Home: 541 (5,280 children)

Experience of Respondents

Scope of the Problem in Colorado  77% of the respondents report that the percentage of young children with challenging behavior is not decreasing  70% feel the severity of challenging behaviors is not getting better

Children Under Age 6 with Challenging Behavior 5,086 (11% of total children reported enrolled under age 6)

Children Removed from Setting  During the past 12 months, 453 children under the age of six (10 in 1,000 of reported 0-6 enrollment) were removed from an early care and education setting for challenging behaviors (Yale study identified 7 out of every 1,000 removed nationwide in publicly funded pre- school)  10 in 1,000 is more than 3 times the rate of expulsion in Colorado’s K-12 system (Yale study reported a national rate that is also 3 times the rate of K-12 expulsions nationally)

Total Enrolled under age 6 Number of Removals from this Setting Rate per 1000 Family Child Care5, Licensed Center40, Total45, Children Removed by Type of Setting

Percent of Programs with at least One Removal Centers: 30% Family Child Care Homes: 24%

Removal Rate of Children with Challenging Behaviors Of all children identified with challenging behaviors, 89 of every 1000 children are removed from care Child Care Centers 72 of every 1000 Family Child Care Homes 129 of every 1000

Top 3 Challenging Behaviors for Children Removed from Care  Hurts self or others  Disrespectful, defiant  Inappropriate language; yells or screams

Types of Provider Responses to Challenging Behavior (Number indicates number of providers indicating this type of response)  Talking to/discussing with child (299)  Redirect (224)  Time out (110)  Hug, cuddle, rock, comfort (87)  Remove (from group, from area, from situation) (85)  Talk to/meet with parents (39)  Positive reinforcement or guidance (37)  Ignore (31)  Encouragement (29)  Find out why (18)  Consequences (16)  Teach (4)  Modify environment (4)

What could you do to help teachers? Support Reflection Training Supervision Acknowledgement Policies …

Impact on Staff Well-Being More than 50% of respondents said that children with challenging behavior in their care are having a negative impact on staff’s well-being Of these, 28% said challenging behaviors impact ALL of their staff

How could challenging behavior impact administrators? Enrollment Staff morale Reputation Parent perspectives …

Program Access to Clinical Expertise is Protective Against Removals from Care There is a significant relationship between access to mental health consultation and removals from care. Children under the age of 6 are less likely (in number and probability) to be removed from early care and educational settings because of challenging behaviors when staff report having access to clinical expertise in mental health and/or behavioral interventions.

Mental Health Consultation  Mental health consultation in child care settings has shown decreases in internalized and externalized behaviors in children  Data suggest that mental health consultation reduces the level of problematic behavior in young children (Brennan et al, March 2005b)  Gilliam study concludes that the likelihood of expulsion decreases as access to classroom-based mental health consultation increases  This study confirms that access to mental health consultation reduces the likelihood and number of removals from care due to challenging behavior

Best Practices 1. Strategies in the context of positive relationships, supportive environments and individualized interventions 2. Mental health consultation 3. Parent involvement

Think in the context of the Pyramid Model… what can staff do when they meet challenges? What can they do to help prevent them? What are some of your/your teachers best practices?