1. 2010 OSEP Leadership Mega Conference Collaboration to Achieve Success from Cradle to Career Early Childhood and Family Mental Health Credentials Karen Mikkelsen and Linda Tuchman-Ginsberg Strand 2 Presentation #7 State Examples and Discussion

2. Welcome! Introductions: Karen Mikkelsen Northeast RRC kmikkel@wested.org Linda Tuchman-Ginsburg Program Director for Early Childhood Professional Development tuchman@waisman.wisc.edu YOU!

3. 2010 OSEP Leadership Mega Conference Collaboration to Achieve Success from Cradle to Career University of Wisconsin, Infant Early Childhood and Family Mental Health Postgraduate Certificate Program http://www.dcs.wisc.edu/pda/mental- health/infant.htm Linda Tuchman-Ginsberg, PhD Strand 2 Presentation # 7

4. Congratulations! June 2010 – Launched with 45 Fellows

5. The Plan Preparation of Mentors Post Graduate Continuing Education – Program Home – CEUs – Credit options University of Wisconsin Minor – Under development

6. Sponsoring Partners University of Wisconsin – Department of Psychiatry, School of Medicine and Public Health – Waisman Center – Professional Development and Applied Studies Wisconsin Alliance for Infant Mental Health

7. Appreciations for Contributors Wisconsin Department of Health Services – Birth to 3 Program – Public Health (ECCS, Project Launch) Celebrate Children Foundation Wisconsin Department of Children and Families, Home Visiting Program Wisconsin Head Start Collaboration Project

8. Participants Fellows in Infant, Early Childhood and Family Mental Health – Foundations E.g. Head Start, Education, – Advanced Clinical Practice Licenses mental health professionals http://www.dcs.wisc.edu/pda/mental- health/infant.htm http://www.dcs.wisc.edu/pda/mental- health/infant.htm

9. Faculty/Staff Co-Directors – Roseanne Clark, PhD, Dept. of Psychiatry – Linda Tuchman-Ginsberg, PhD, Waisman Center University of Wisconsin – Ann Whitaker, MS Professional Development and Applied Studies – Alison Wismer-Fries, PhD, Department of Psychiatry – Carol Noddings Eichinger, MS, Waisman Center Wisconsin Alliance for Infant Mental Health – Janna Hack, LCSW – Lana Nenide, MS

10. Program Components Monthly Sessions for 13 months – 2-3 days per month Readings Assignments – Infant Observation and Reflection – Assessment and Intervention Projects and Reports – Individual Projects Reflective Mentoring Groups Clinical Consultation

11. Relationship to Endorsement Infant Mental Health Endorsement – Wisconsin Alliance for Infant Mental Health – Associated with the Michigan Endorsement UW Certificate Program – Helps fellows meet the competencies and experiences http://www.wiimh.org/education/endo rsement.htm http://www.wiimh.org/education/endo rsement.htm

12. Reflective Mentoring Groups Creates time for thoughtful examination Involves stepping back from the immediate experience to sort through thoughts and feelings about what your observing and doing with children and families Creates a “holding environment” for difficult feelings Recognizes the importance of relationships and reciprocity in our work. (Fenichel, 1992)

13. Reflective Mentoring Groups 2 hours per session – minimum – Reflect upon content and experiences – Case-based discussions – Nurture relationships among 4-5 fellows Reflective Mentors Mentoring Group – Reflect upon reflective mentor groups

14. Clinical Consultation Advanced Clinical Practice – Only 2 hours per month between sessions Case-based reflections Peer-to-Peer Not supervision

16. Program Schedule, Content and Faculty Based on competencies for the Wisconsin Infant Mental Health Endorsement ( WI-AIMH ) Variety and enjoyment – National expertise – State and local expertise – Fellows experience and expertise

17. Framework

18. . There is no such thing as a baby D.W. Winnicott, 1965

19. An Ecological Model for Assessment and Intervention -Bronfenbrenner (1977, 1986)

20. Topics Promotion of Healthy Social Emotional Development Early Relationships and Attachment Regulation Infant Development and Observation Risk and Protective Factors Assessment Therapeutic Interventions Pubic Awareness, Policy and Will

21. Early Experiences Matter: The Importance of Relationships

22. THANK YOU Linda Tuchman-Ginsberg, PhD Waisman Center, University Center for Excellence in Developmental Disabilities University of Wisconsin-Madison tuchman@waisman.wisc.edu 608-263-6467

23. Vermont’s Credential Early Childhood and Family Mental Health Credential Progress in Vermont

24. The Field of Early Childhood and Family Mental Health ages birth to 8 A solid social/emotional foundation in early childhood. Supporting secure relationships between children, parents and caregivers. Addressing mental health issues of young children in the context where they live and play. Knowledge and skills embedded in many disciplines.

25. If…. We embed these competencies within multiple systems of professional development, trained and informed caregivers will have the capacity to recognize and address the mental health needs of young children and families.

26. Then… …children and families will not have to reach the point of near- crisis to receive the social and emotional support and services they need.

27. Partners in the work National Shared Agenda Task Force and Workgroup VT state-wide Early Childhood Career Development Center (Northern Lights) VT State Departments of Education and Mental Health, State and local Mental Health Agencies VT Department for Children and Families Policy makers – Federal and state levels

28. More Partners… Parents and advocates Early childhood special educators & interventionists Head Start Early care and education providers Specialists in related fields Mental health clinicians Higher Education Institutions

29. Use of the Competencies To assess the learning needs of adult students, employees, or teams; To evaluate and develop curricula; To identify equivalency areas for credentials; To support self- assessment & create an individual professional development plan To support supervision and mentoring To launch discussion

30. And WHO would use them? Educators including special educators Therapists Childcare Providers Health Care Providers Early Interventionists Social Workers Child Welfare Workers Home Visitors Supervisors Paraprofessionals …and others

31. ECFMH Competencies: STRUCTURE Six Domains Addressing Challenges Philosophy & Professional Development Addressing Challenges Child Development Family Systems Assessment System Resources

32. AREA: Philosophy & Professional Orientation A.Family centered strengths and outcomes- based philosophy B.Self- knowledge, self- assessment and professional development C.Ethics and confidentiality D.Effective communication E.Team work and collaboration

33. AREA: Family Systems A.Family characteristics B.Factors impacting family function C.Supporting families

34. AREA: Child Development A.Knowledge of child development B.Impact of relationships C.Social and emotional development D.Impact of environmental factors

35. AREA: Assessment A.General knowledge of assessment B.Implementation of assessment

36. AREA: Addressing Challenges A.Risk and resilience factors in children and families B.Specialized knowledge for working with vulnerable and identified populations C.Effective transitions

37. AREA: Systems Resources A.Resources and systems B.Laws, policies and procedures C.Program planning and evaluation

38. Four Levels: Specialist Advanced Intermediate Foundation

39. Levels 1 and 2: WHO Foundation Works under supervision, directly with children. Intermediate Work directly with children and families, review their action and decisions with a supervisor.

40. Levels 3 and 4: WHO Advanced Provide supervision, consultation and training. May create policies and direct programs. Specialist Lead the field by establishing practices, and providing in-depth expertise.

41. N Now … 2009-2010 Alignment of ECFMH Competencies with research-based curricula used in Vermont Second Step Touch Points PCAN (Zero to Three) State-wide Foster Care training DECA CSEFEL Higher Education Coursework

42. Integration of VT’s early childhood professional development system & the Competencies - Into Level I EC Curricula required of licensed child care staff in Vermont Into LEVEL II EC Curricula through a CSEFEL curricula module already integrated into DOE Early Childhood Special Education professional standards

43. An ECFMH CREDENTIAL? Survey results: Highly desirable by staff and supervisors in early childhood and home visiting programs; Clear need for more consistent, accessible quality professional development; Professionals with mid-level skills and experience were highest priority for gaining the competencies.

44. 4 Levels: Specialist & Advanced not interested in additional credential, would like more early childhood information Intermediate Foundation: covered in early childhood curricula Level I and II

45. Benefits of a Credential- Increasing support for communities, families and providers to address children’s social and emotional health. Increase consistency in mental health knowledge and skills for those working with young children and families;

46. And further benefits… Meeting the need for more training in this field; Providing more qualified personnel across disciplines; Providing a means for organizations and supervisors to identify applicants’ early childhood and family mental health knowledge base;

47. And finally - Increasing access to job opportunities and career advancement; Recognizing professionals who have these competencies.

48. Draft of Credential Elements Formal Education Completed in related field or in related credits Relevant Training in each of the 6 Core Knowledge Areas Experience Supervised, with children ages birth to 8 Reflective Practice Consultation 24 hours

49. The BALANCE of the 3 elements Formal Education Experience Relevant Training

50. What do you think the balance should be between Experience, Education and Training in the Domain areas? QUESTION 1

51. What role should the Reflective Practice Consultant play in assessing the candidate’s competence? QUESTION 2

52. NEXT… Continue to ID and address the gaps in available curricula related to the ECFMH competencies and credential Finalize and Pilot the credential Evaluate the results! Share with our partners and Communities of Practice!

53. Thank you!