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8/4/2017
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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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20
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120
Greenview Bellbrook-Sugarcreek Beavercreek Xenia Fairborn
Nu
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f st
ud
ents
Sco
rin
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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
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
High qualityELP available
Behaviorallyready for K
Socially readyfor K
Emotionallyready for K
Heard of OHnew ELPstandards
Heard ofECMHC
Av
erag
e R
esp
on
se f
rom
1-5
Parent Evaluation & Awareness of ECMH
6%
69%
20%
5%
Number of Preschool Programs or Providers utilized per child
Zero
One
Two
Three
Kindergarten Registration Survey Data
0
0.5
1
1.5
2
2.5
3
3.5
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4.5
5
Cost Transportation Time
Av
erag
e R
esp
on
se f
rom
1-5
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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