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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Sockwell, Latunja [remove];
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Beginning to "unpack" early childhood mental health consultation: Types of consultation services and their impact on teachers The goal of the current study was to examine the impact of the frequency of two types of early childhood mental health consultation (ECMHC) activities (time spent in the class and time spent meeting with teachers) on teacher-child interactions, use of positive classroom-management techniques, and the intent to quit the childcare profession. We addressed these questions with a sample of 115 teachers from private childcare settings participating in a midlength (6-8 months) consultation partnership, using pre- and posttest data collected from structured classroom observations and teacher surveys. Results suggest that ECMHC time spent in the classroom was associated with less teacher punitiveness, permissiveness, and detachment, and more use of positive classroom-management strategies at the posttest assessment (controlling for baseline teacher behaviors). The frequency of meetings with teachers did not impact teacher-child interactions; however, in an exploratory analysis, the frequency of meetings with the teacher was associated with a reduction in teachers' intent to leave the profession of childcare. (author abstract) |
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Improved classroom quality and child behavior in an Arkansas early childhood mental health consultation pilot project A study of the impact of an early childhood mental health consultation (ECMHC) on the classroom behavior of teachers and on children's behavior problems, initiative, self-control, and attachment, as well as an examination of teacher satisfaction with consultation services received, based on data from 193 teachers and 1,448 children in 14 intervention and 4 comparison sites |
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