Infant and early childhood mental health consultation in a diverse metropolitan area
Bibliographic Data
IECMHC can and should be a vehicle that promotes greater equity in access to high quality relationships within an early classroom environment. It is important to consider consultation through a racial equity lens to ensure that it is integrated in all levels of work. The goal of the study was to replicate the results from other IECMHC programs with a diverse, largely Latinx, population. The Jump Start program was given the unique opportunity to adapt the Georgetown Framework of Infant and Early Childhood Mental Health Consultation to a multicultural population in Miami. A total of 88 early learning programs and 244 teachers participated. Services were provided in English, Spanish, and Creole at the program‐ and classroom‐level. Pre‐ and post‐data were collected at both levels. Significant improvements at the program‐ and classroom‐level were found post‐consultation. Consultants demonstrated fidelity to core program practices while providing culturally and linguistically competent service. The current study replicated findings regarding the effectiveness of IECMHC while expanding results to a diverse metropolitan community. Key features of program success may be attributed to the use of highly trained consultants, action planning, fidelity monitoring, and enrollment of programs that were ready and have a champion for IECMHC
Developmental psychology · Early childhood · Geography · Infant mental health · Mental health · Metropolitan area · Psychiatry · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Family and Disability Support Research · Psychology
Efficacy, Feasibility, and Utility of a Mental Health Consultation Mobile Application in Early Care and Education Programs
Reducing Preschool Exclusionary Discipline Practices Through Infant and Early Childhood Mental Health Consultation
Strengthening Early Childhood Protective Factors Through Safe and Supportive Classrooms
Advancing Early Childhood Mental Health Consultation
Infant and Early Childhood Mental Health training for early years practitioners
Initial validation of the Health Environment Rating Scale‐Early Childhood Consultation‐Classroom (Hers‐ECC‐C)
Child‐focused infant and early childhood mental health consultation
Creating a statewide model of infant and early childhood mental health consultation
Preschool and Child Care Expulsion and Suspension
Considering inequalities in the school closure response to Covid-19
(Re)Centering Quality in Early Childhood Education
A Systematic Review and Meta-Analysis of a Measure of Staff/Child Interaction Quality (the Classroom Assessment Scoring System) in Early Childhood Education and Care Settings and Child Outcomes
The Covid-19 pandemic
New Child–Caregiver Attachment Relationships
Child care program and teacher practices
Observations of teacher–child interactions in classrooms serving Latinos and dual language learners
Development of the child care worker job stress inventory
The Individualized Classroom Assessment Scoring System (inCLASS)
A pilot study of early childhood mental health consultation for children with behavioral problems in preschool
The role of consultative alliance in infant and early childhood mental health consultation
Early Childhood Mental Health Consultation
Expulsion prevention
Intersubjective Experience of the Infant and Early Childhood Mental Health Consultant–Program Administrator Consultee Relationship
Implementation of a mental health consultation model and its impact on early childhood teachers' efficacy and competence
Toward a Psychological Framework of Radical Healing in Communities of Color
| Unique citing works | 8 |
|---|---|
| Citations per year | 4 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |