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This Web site is a component of the SAMHSA Health Information Network. |
A Training
Guide For The Early Childhood Services Community
|
CHARLES
G. CURIE, M.A., A.C.S.W. ADMINISTRATOR SUBSTANCE ABUSE AND MENTAL HEALTH SERVICES ADMINISTRATION |
A.
KATHRYN POWER, M.ED. DIRECTOR CENTER FOR MENTAL HEALTH SERVICES |
OPENING
Audience
Overview and Introduction
Major Themes
Outcomes
Modules
Special Notes
Module Structure
Background Information: A Mini-Lecture
Planning Guides
At-A-Glance
OVERVIEW AND INTRODUCTION TO THE TRAINING
MODULE 1 Valuing and Understanding Mental Health Consultation
Handouts
Planning Guide 1: Ideas to Take Home
1-1 Childrens Mental Health In America
1-2 Values Inherent in the Mental Health Perspective
1-3 Definition of Mental Health Consultation
1-4 Other Capacity-Building Interventions
1-5 Scenes 16: Takes 1 and 2
1-6 Steps in Problem Solving and Capacity Building
1-7 Reminders About Communication
Overheads
1-1 Definition of Mental Health Consultation
1-2 Other Capacity-Building Interventions
1-3 Instructions (for Scenes)
1-4 Steps in Problem Solving and Capacity Building
[2 Overheads]
MODULE 2 The Effective Mental Health Consultant
Handouts
Planning Guide 2
2-1 Consultant Skills and Areas of Expertise
2-2 Consultant Roles And Responsibilities
2-3 Philosophy Cards
2-4 Administrative Process for Engaging a Consultant
2-5 Interviewing and Reaching Agreement
Overheads
2-1 Consultant Skills and Areas of Expertise
[2 Overheads]
2-2 Consultant Roles and Responsibilities
2-3 Wanted: The Perfect Mental Health Consultant
2-4 Administrative Process for Engaging a Consultant
MODULE 3 The Importance Of A Collaborative Relationship
Handouts
Planning Guide 3: Ideas to Take Home
3-1 Key Elements of Partnership
3-2 Principles of a Consultative Relationship
3-3 Role-Play Cards
3-4 The Cultural Iceberg
3-5 Vignette
3-6 Key Definitions
Overheads
3-1 Key Elements of Partnership
3-2 Principles of a Consultative Relationship
3-3 The Cultural Iceberg
MODULE 4 Understanding Challenges And Developing Strategies
handouts
4-1 Common Challenges
4-2 Financing Early Childhood Mental Health Consultation Services
Worksheet 1 My Own Challenges
Overheads
4-1 Common Challenges [3 Overheads]
APPENDIX A Selected Resources On Mental Health Consultation In Early Childhood Settings
A TRAINING GUIDE FOR THE EARLY CHILDHOOD SERVICES COMMUNITY
DEAR TRAINER:
Welcome to the training
guide companion to the publication Early Childhood Mental Health Consultation.
After reading the publication, you will be prepared to use the training materials
to inform and guide programmatic planning for mental health consultation within
the context of early childhood services.
The training is intended to be one full day. The Overview and Introduction
and four modules are sequential and build on one another as a day of progressive
learning and planning for mental health consultation. If necessary, the modules
may be used independently. As always, it is important to tailor the materials
and discussions to a particular audience. We encourage making the learning most
meaningful to your audience by supplementing the materials with relevant, culturally
appropriate local information and resources to support the major themes and
outcomes of the training activities.
The training guide derives most of its content directly from the publication
Early Childhood Mental Health Consultation and, refers to specific pages
in it that are relevant to a module, activity, or discussion.
The design of the training materials relies on the basic principles of adult
learning:
The training is interactive,
and the materials and activities are appropriate for various learning styles
to maximize the experience and benefit of all participants.
We welcome your interest, energy, and creativity as you use this training guide
and support early childhood mental health consultation services. In doing so,
you join us in (1) caring about young children and their families and (2) building
productive interdisciplinary relationships between the early childhood community
and the mental health specialists who understand the unique challenges of working
with infants, toddlers, preschoolers, and their families.
This manual is written for
use with early childhood program administrators, directors, supervisors, and
staff; mental health service administrators and providers; and families. Any
individuals interested in early childhood mental health consultation are potential
participants. Trainers can be early childhood or mental health staff or administrators
with experience in human resource development.
Administrators and providers
of early childhood services have the opportunity to greatly impact the lives
of the young children and their families for whom they provide care. The years
between birth and age 6 are a time of close relationships with adult caregivers
who offer the nurturing, love, protection, guidance, stimulation, and support
that are critical to the emotional health and well-being of each child. Prevention
and early intervention efforts to address social and emotional development and
mental health problems in early childhood make a difference in the lives of
the children and their families.
Mental health consultation, as one effort, provides an avenue and opportunity
for both early childhood and mental health administrators, as well as early
childhood and mental health service providers, to work together to offer a supportive
environment for children and families. This manual is a companion training guide
to the Early Childhood Mental Health Consultation publication. It represents
a learning process and text for defining, designing, and implementing mental
health consultation in early childhood settings. Its dual purpose is ultimately
to:
The major themes of this Guide are:
After completing the training
guided by this manual, participants will be able to:
This guide includes the
following sections:
Each Module is written
in a format that encourages planning, preparation, and presentation. Most modules
include sections with headings as follows: Goal, Objectives, Key Concepts, Background
Information: A Mini-Lecture, and Activity 1-1 (1-2 and 1-3). In addition, each
Activity is written in a format that includes subsections titled Purpose, Preparation,
Leading the Activity, Discussion Guide, and Summing Up.
Background
Information: A Mini-Lecture
Those sections titled Background Information: A Mini-Lecture provide
content information relevant to the module or activity within which it appears.
The content can be presented in 1015 minutes and used as an introduction
to the module or activity. In some cases, this content is supported by an Overhead
or Handout for use during the presentation and distribution to the participants
as they continue to use the information through the activities or back-home
learning.
Planning
Guides
A Planning Guide, intended to be used by participants for note taking, individual
planning, and as a take-home tool, accompanies each of the four modules. The
Planning Guide is used in Module 4 to synthesize and integrate learning from
throughout the training. The first mention of the Planning Guides appears in
the Opening, Overview and Introduction to the Training, Activity 1, in which
participants learn the intent and structure of the training.
At-A-Glance
The At-A-Glance table, on pages xiv through xvi, offers a quick reference
for planning and preparation. The columns from left to right provide information
about each module and its specific goal; each activity and its purpose or objective;
the estimated time for each training activity; and the materials to support
the activity. The materials are noted by category (HOHandout and OHOverhead)
and, where appropriate, by title. For example, under the Materials heading in
Module 1, Activity 1-1, HO 1 is Handout 1 titled Childrens Mental
Health in America. Each handout and overhead is provided in the training
materials for reproduction on paper or transparencies.
MODULE
|
ACTIVITY
|
TIME
|
MATERIALS
|
OVERVIEW
AND INTRODUCTION TO THE TRAINING Goal: Participants will describe the intent of the training, the structure of the training event or day, and their personal expectations for the training. |
Activity
1 Introducing the Training Participants will learn the intent and structure of the training event or day and will become familiar with the training materials. |
15
minutes |
Training materials
include:
|
Activity
2 Experience and Expectations (Warm-Up) Participants will introduce themselves and identify their experience with mental health consultation and their individual expectations for the training. |
15
minutes |
|
|
Module
1 Valuing and Understanding Mental Health Consultation Goal: Participants will describe the value of mental health consultation, including its definition, in supporting young children and their families. |
Activity
1-1 Values Clarification Participants will reflect on their own assumptions about early childhood mental health, current trends, and the mental health perspective. |
30
minutes |
|
Activity
1-2 Defining Mental Health Consultation Participants will define two types of mental health consultation and will practice differentiating between the two. |
40
minutes |
|
|
Module
2 The Effective Mental Health Consultant Goal: Participants will clarify the essential knowledge, skills, roles, and responsibilities of the mental health consultant and the administrative process for implementing a consultation model within an early childhood setting. |
Activity
2-1 Imagine and Create Participants will begin to identify desirable qualities and traits of an early childhood mental health consultant. |
30
minutes |
|
Activity
2-2 Wanted: The Perfect Mental Health Consultant Participants will understand the importance of a philosophical match and will describe knowledge, skills, roles, and responsibilities of the mental health consultant. |
60
minutes |
|
|
Activity
2-3 Engaging the Mental Health Consultant Participants will learn the administrative process for including mental health consultation in program services. |
20
minutes |
|
|
Module
3 The Importance of a Collaborative Relationship Goal: Participants will understand the importance of collaborative relationships in effective mental health consultation. |
Activity
3-1 What Does Collaboration Mean? Participants will experience the complexity of collaboration, which is the basis for positive collaborative relationships. |
15
minutes |
|
Activity
3-2 Essential Principles of a Collaborative Relationship Participants will explore principles that contribute to the success of relationship-based work among the mental health consultant, staff, and parents. |
30
minutes |
|
|
Activity
3-3 The Roles of Culture, Race, Sex, Gender, and Class in Influencing Relationships Participants will explore the importance of culture as an influence on the collaborative process (a two-part activity). |
Part
1 Part
2 |
|
|
Module
4 Understanding Challenges and Developing Strategies Goal: Participants will identify critical issues and challenges in the consulting process and will develop strategies to address them. |
Activity
4-1 Identifying My Own Challenges Participants will identify challenges to mental health consultation in an early childhood setting based on the publication and will identify their own system or program challenges and share them with others. |
30
minutes |
|
Activity
4-2 Problem-Solving Strategies for the Challenge Participants will problem solve strategies to overcome challenges. |
40
minutes |
|
|
Activity
4-3 Next Steps and Who Do I Need Participants will develop their own individualized system or program profile of challenges, strategies, next steps, and whom they need. |
20
minutes |
|
Overview and Introduction to the Training
GOAL |
Participants will describe the intent of the training, the structure of thetraining event or day, and their personal expectations for the training. |
OBJECTIVES
After completing the Overview
and Introduction to the training, participants will be able to:
ACTIVITY 1 |
INTRODUCING
THE TRAINING (15 Minutes)
PURPOSE
This activity will help
participants understand the intent of the training, have an overview of the
content of the training modules, and become familiar with the training materials.
PREPARATION
ARRANGE
FOR: |
Room
setup of rounds for 46 participants Name badges for each participant Easel, chart paper, Post-it notes, and markers Copies of the publication Early Childhood Mental Health Consultation for each participant |
DUPLICATE: |
Training materials
including the agenda and handouts for each participant for initial distribution.
These should include Planning Guides 1, 2, and 3 and materials selected
by the trainer and appropriate to her training style. |
Leading the Activity
1. | Introduce yourself and the intent of the training. |
2. | Welcome participants, and describe an overview of the content of the training modules and the intended outcomes. |
3. | Review the training agenda and time frames for each module. |
4. | Review
the packets and materials. Explain that the training is based on the publication
Early Childhood Mental Health Consultation and that although most
of the content is from this publication, it does not follow the text in
sequence. Advise the group that you will give page references when appropriate
during the training activities; however, the publication can help them back
home when they have a better opportunity to read it and apply their learning
from todays training. |
5. | Make particular note of Planning Guides 1, 2, and 3 for the respective modules. Explain that these are intended as note-taking pages to support their learning, the planning process in Module 4, and back-home implementation. |
ACTIVITY
2
|
EXPERIENCE AND EXPECTATIONS (WARM-UP) (15 Minutes)
PURPOSE
Participants will introduce
themselves and identify and describe their experiences with mental health consultation
and their individual expectations for the training.
PREPARATION
ARRANGE
FOR: |
Easel, chart paper,
and markers |
Leading the Activity
1. | Invite participants to introduce themselves and briefly (13 sentences) identify their experiences with mental health consultation and their expectations for the training. |
2. | Use
the flip chart to record expectations, if desired. |
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