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Amanda Pollock, MSS, MLSP

Grace Schoessow, MS, ECMHC

Meeting the Social Emotional Learning and Development Needs of Young Children

through Early Childhood Mental Health Consultation

Building Adult Capabilities to Improve Child Outcomes:

A Theory of Change

DEVELOPINGCHILD.HARVARD.EDU/FOI

Developing child video

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Program Objectives

Background and context

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Why ECMH Consultation?Greene County conducted a needs assessment in 2014 leading to

the following findings:

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Greene County School Districts

KRA-L Data for Academic Year 2013-2014

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Why ECMH Consultation?

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Local collaboration

Early Learning Programs

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Prevent child mental health

problems Reduce

challenging behaviors

Improve child social and

emotional health

& Educational outcomes

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Knowing and Doing Gap

What is ECMHC?

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78 Child

SpecificInterventions

21 parent consults

1,785targeted classroom

Interventions

19 professional development training sessions for 93 early

learning professionals 79program level consultations

ECMHC services 1-1-2016 to 6-30-2016

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Child Level Interventions

Targeted SE Supports

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Build SE skills

to reduceacting out

Targeted Supports forEarly Learning Professionals

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Family engagement

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Parent & teacher relationships

Parent & teacher stress

High QualitySafe & Supportive

Environments

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Professional Development

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Resources

How we’re doing so far

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Outcome Data In evaluating the ECMHC services offered by Greene

County, multiple data collection techniques are used Quantitative/Hybrid tools Kindergarten Registration Survey Likert Scale questions evaluating parent satisfaction with Early

Learning Programs and their knowledge of ECMHC in their county

Also uses qualitative items to dig deeper into caregiver opinions and allow them to elaborate on their numerical responses

Qualitative tools Kindergarten and Pre-School teacher interviews Collecting stories and experiences from parents with children

in Early Learning Programs

Kindergarten Survey Sample Questions

Quantitative: “Respond to these questions by circling Yes (Y) or No (N)”

• This program had services for any emotional/behavioral/social concerns• This program helped my child be socially ready for kindergarten

Quantitative: “On a scale of 1-5 (strongly agree-strongly disagree) rate the statements based on how you feel.”

• High quality Early Learning Programs are available in my district.• Cost was a problem for getting my child into early learning programs.

Qualitative: Open ended, discussion fostering questions.

• Did you ever choose to take your child out of an early learning program? If yes, please explain.

• Please explain any positive and negative parts of your child’s early learning experience.

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Kindergarten Registration Survey Data

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1.5

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2.5

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3.5

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4.5

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High qualityELP available

Behaviorallyready for K

Socially readyfor K

Emotionallyready for K

Heard of OHnew ELPstandards

Heard ofECMHC

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esp

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1-5

Parent Evaluation & Awareness of ECMH

6%

69%

20%

5%

Number of Preschool Programs or Providers utilized per child

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Kindergarten Registration Survey Data

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1.5

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Cost Transportation Time

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Barriers

Barriers to Accessing Early Learning Programs

89%

11%

Self-Reported Social, Emotional, or Behavioral

Issues for Child

No SEB Issues

SEB Issues

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Qualitative Data Interviews and focus groups conducted with preschool and

kindergarten teachers

Questions range from current systems and protocols, needs assessments, professional development options, parent engagement, and ideas for future trainings and programs

Sample questions: Preschool focus group:

“What is currently being done to address the social/emotional developmental needs of preschool children in your district?”

“What has been your experience in getting parent engagement with the preschool program?”

Kindergarten group interview: “What do kindergarten teachers want parents to know?” “What do you want early childhood providers and preschool teachers to

know in terms of social skills?”

Qualitative Data Outcomes

What should parents know?What are the most important social,emotional, and developmental needs

in the youth of your preschool program?

Respondents: Kindergarten teachers Respondents: Preschool teachers

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ECHMC Initial Interview Responses Respondents: Early Learning Program Directors

Do you have concerns relating to parenting skills and practices? Parents not following through, not enough of right kinds of supports, parents

moving frequently because in school or at base, parents overwhelmed, parents using cell phones to much, parents not attending conferences and meetings, parents not setting limits, and parents more interested in child being plugged in than in interacting.

Is staff stress a concern for your program? Low pay, our teachers make 50 cents over minimum wage with a teacher

degree. Inconsistent hours/staffing/ scheduling, children with developmental delays and behavior issues, conflict with parents, lack of parent care or involvement, pressure to prepare kids for success in kindergarten, paperwork and deadlines, training requirements. My teachers are feeling ashamed of the children they are sending to Kindergarten because they think the kids’ behavioral issues and lack of readiness skills reflects poorly on their job and our center.

Additional thoughts: Our staff are not trained in how to help these kids. We need to have a

special needs childcare or a list of childcare centers that are able to handle and help these kids so we can send parents their direction if we can’t care for the child.

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