The Right Stuff for teaching early childhood mental health content Camille Catlett Frank Porter Graham Child Development Institute The University of North.

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Presentation transcript:

The Right Stuff for teaching early childhood mental health content Camille Catlett Frank Porter Graham Child Development Institute The University of North Carolina at Chapel Hill June 28, 2013 Alliance Retreat and Professional Development Institute

INBRIEF: Early Childhood Mental Health

Essential findings in EC MH Significant mental health problems can and do occur in young children. In some cases, these problems can have serious consequences for early learning, social competence, and lifelong physical health. Children can show clear characteristics of anxiety disorders, attention-deficit/hyperactivity disorder, conduct disorder, depression, post- traumatic stress disorder, and neurodevelopmental disabilities, such as autism, at a very early age.

Essential findings in EC MH Challenges to mental health arise as a result of the interaction between a child’s genetic predispositions and his or her exposure to significant adversity in the environment. Toxic stress, which is the result of strong, frequent and/or prolonged biological responses to adversity, can damage the architecture of the developing brain and increase the likelihood of significant mental health problems that may emerge either quickly or years later.

Essential findings in EC MH Some individuals demonstrate remarkable capacities to overcome the severe challenges of early, persistent maltreatment, trauma, and emotional harm, yet there are limits to the ability of young children to recover psychologically from such adversity.

Essential findings in EC MH It is essential to treat young children’s mental health problems within the context of their families, homes, and communities.

Early Childhood Mental Health, Social Emotional, and Challenging Behaviors

Protective Factors Framework

Five Protective Factors Family Resilience Social Connections Concrete Support in Time of Need Knowledge of Parenting and Child Development Social and Emotional Competence of Children

Rita Pierson: Every kid needs a champion

Monkey Business Illusion

Resources for Supporting Development

TACSEI Families Community

Meet Warren 2-1/2 years old Currently living with his mother and sister in a local homeless shelter Cognitive skills have tested as age-appropriate Significant delays in fine motor skills, vocabulary, and expressive language Has not had any experience with books, crayons, or other “school type” activities or materials Loves running, jumping, and other very physical activities Favorite toys: blocks, cars, trucks Has difficulty sitting still for a story or activity

Thinking about Warren Warren has difficulty staying on task for more than a minute or two. He currently participates in a child care program. What advice do you have for his teachers about how to engage and support his learning and development?

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