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A Training Guide For The Early Childhood Services Community

Promotion Of Mental Health And Prevention Of Mental And Behavioral Disorders
2005 Series
Volume 2


Kathy Seitzinger Hepburn
Roxane K. Kaufmann
Georgetown University Center for Child And Human Development

PDF version
You will need Adobe Acrobat Reader to view this file.


Acknowledgments
Numerous people contributed to the development of this volume in addition to the authors, including Elena Cohen, Joan Dodge, Kris Hansen, Paul Donohue, and Kym Khyle. This volume was prepared by the Georgetown University Center for Child and Human Development for the Center for Mental Health Services (CMHS), Substance Abuse and Mental Health Services Administration (SAMHSA), U.S. Department of Health and Human Services (DHHS). Gail Ritchie served as the Government Project Officer.

Disclaimer
The views, opinions, and content of this publication are those of the authors And contributors and do not necessarily reflect the views, opinions, or policies of CMHS, SAMHSA, or DHHS.

Public Domain Notice
All material appearing in this volume is in the public domain and may be reproduced or copied without permission from SAMHSA. Citation of the source is appreciated. However, this publication may not be reproduced or distributed for a fee without the specific, written authorization of the Office of Communications, SAMHSA, DHHS.

Electronic Access and Copies of Publication
This publication can be accessed electronically through the following internet World Wide Web connection: www.samhsa.gov. For additional free copies of this document, please call SAMHSA’S National Mental Health Information Center At 1-800-789-2647.

Recommended Citation
Hepburn, K. S., & Kaufmann, R. K. A Training Guide for the Early Childhood Services Community.
DHHS Pub. No. CMHS-SVP0152. Rockville, Md: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration, 2005.

Originating Office
Center for Mental Health Services, Substance Abuse and Mental Health Services Administration,
1 Choke Cherry Road, Rockville, MD 20857

DHHS Publication No. CMHS-SVP0152

Printed 2005
Foreword

We envision a future when everyone with a mental illness will recover, a future when mental illness can be prevented or cured, a future when mental illnesses are detected early, and a future when everyone with a mental illness at any stage of life has access to effective treatment and supports—essentials for living, working, learning, and participating fully in the community.

“Vision Statement,” President’s New Freedom Commission on Mental Health, Achieving the Promise: Transforming Mental Health Care in America. Final Report.

We are living in exciting times for the promotion of mental health and the prevention of mental disorders. Prevention science has made enormous strides in advancing the health of those at risk for a number of illnesses, such as cancer and heart disease. The research community is beginning to yield promising results for the mental health field.

In 2005, the Substance Abuse and Mental Health Services Administration’s (SAMHSA’s) Center for Mental Health Services is launching its first series on the Promotion of Mental Health and Prevention of Mental and Behavioral Disorders. This series has six monographs, and each topic conveys the work of national experts in the fields of prevention science and child development. The first two monographs are Early Childhood Mental Health Consultation (Volume 1) and A Training Guide for the Early Childhood Services Community (Volume 2). This set addresses young children’s mental health.

SAMHSA recognizes the critical role of child care providers in facilitating a young child’s social, emotional, and cognitive development in collaboration with the child’s parent and significant caretakers. Increasingly, child care providers report difficulty working with children who are experiencing multiple challenges. Mental health consultants, trained to work with young children and their families, can serve as important resources to help the child care provider find effective ways to work with these children. A Training Guide for the Early Childhood Services Community offers a guide for trainers to use when teaching the early childhood community how to use the blueprint. The companion piece to this monograph, Early Childhood Mental Health Consultation, provides a blueprint for child care providers to use when hiring a mental health consultant.

We are very grateful to child care providers for their invaluable work in giving our children a solid foundation for future growth. Please help us create a health care system in which all individuals, including our youngest and most vulnerable, can access quality services to promote mental health and can live quality lives in their 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

Contents

LETTER TO TRAINER

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 Children’s 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 1–6: 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


Early Childhood Mental Health Consultation

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:

  • Motivation

  • Experience

  • Active involvement

  • Climate of Respect

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.

AUDIENCE

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.

OVERVIEW AND INTRODUCTION

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:

  • Broaden the discussion on mental health consultation.

  • Help integrate mental health consultation into early childhood services and systems of care.

MAJOR THEMES

The major themes of this Guide are:

  • Mental health consultation is an effective preventive intervention that addresses mental health problems in early childhood. This type of consultation also may reduce significant personal and social difficulties in later childhood, adolescence, and adulthood.

  • On-site consultation with a mental health expert can provide helpful assistance to support early childhood providers and build staff capacity in caring for children with challenging behaviors.

  • Specific skills and understanding relevant to early childhood are essential for the effective mental health consultant.

  • Collaborative relationships among consultants, early childhood service staff, and families are the essential contexts in which support for early social and emotional development and intervention for mental health concerns takes place.

  • Directors and administrators of early childhood programs can meet the challenge of offering creative ways to support and build their staff’s capacity to address the mental health concerns of children and families.

  • Mental health consultants and early childhood staff should increase their cultural competence so that they can work together effectively to best meet the needs of the children and families they serve.

OUTCOMES

After completing the training guided by this manual, participants will be able to:

  • Describe the value of mental health consultation, including its definition, in supporting young children and their families.

  • 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.

  • Understand the importance of collaborative relationships in effective mental health consultation.

  • Identify the critical issues and challenges in the consulting process and strategies to address them.

MODULES

This guide includes the following sections:

  • Overview and Introduction to the Training: This section helps participants learn the intent and structure of the training and describe their experiences and learning expectations.

  • Module 1: Valuing and Understanding Mental Health Consultation helps participants describe the value of mental health consultation, including its definition, in supporting young children and their families.

  • Module 2: The Effective Mental Health Consultant helps participants 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.

  • Module 3: The Importance of a Collaborative Relationship helps participants understand the importance of collaborative relationships in effective mental health consultation.

  • Module 4: Understanding Challenges and Developing Strategies helps participants identify the critical issues and challenges in the consulting process and strategies to address them.

  • Appendix A: Selected Resources on Mental Health Consultation in Early Childhood Settings.

SPECIAL NOTES

Module Structure

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 10–15 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 (HO–Handout and OH–Overhead) and, where appropriate, by title. For example, under the Materials heading in Module 1, Activity 1-1, HO 1 is Handout 1 titled “Children’s 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:

  • Name Badges
  • Agenda
  • Handouts
  • Publication—Early Childhood Mental Health Consultation
  • Planning Guides 1, 2, and 3
  • Easel, chart paper, Post-it notes, and markers
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
  • Easel, chart paper, and markers
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
  • Planning Guide 1
  • HO 1: Children’s Mental Health in America
  • HO 2: Values Inherent in the Mental Health Perspective
  • Easel, chart paper, markers, and masking tape
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
  • HO 3: Definition of Mental Health Consultation
  • HO 4: Other Capacity-Building Interventions
  • HO 5: Scenes 1–6: Takes 1 and 2
  • HO 6: Steps in Problem
    Solving and Capacity Building
  • HO 7: Reminders About Communication
  • OH 1: Definition of Mental Health Consultation
  • OH 2: Other Capacity-Building Interventions
  • OH 3: Scene Instructions
  • OH 4: Steps in Problem
    Solving and Capacity Building
  • Overhead projector and screen, easel, chart paper, markers, and masking tape
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
  • Planning Guide 2
  • HO 1: Consultant Skills and Areas of Expertise
  • HO 2: Consultant Roles and Responsibilities
  • OH 1: Consultant Skills and Areas of Expertise
  • OH 2: Consultant Roles and Responsibilities
  • Colored paper, markers, scissors, crayons, glue, other craft materials as desired, masking tape, and a large sheet of poster paper
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
  • HO 3: Philosophy Cards
  • OH 3: Wanted: The Perfect Mental Health Consultant
  • Flip chart paper, masking tape, and markers
Activity 2-3
Engaging the Mental Health Consultant

Participants will learn the administrative process for including mental health consultation in program services.

20
minutes
  • HO 4: Administrative Process for Engaging a Consultant
  • HO 5: Interviewing and Reaching Agreement
  • OH 4: Administrative Process for Engaging a Consultant
  • Overhead projector and screen, easel, chart paper, markers, masking tape, and envelopes for puzzle pieces
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
  • Planning Guide 3
  • HO 1: Key Elements of Partnership
  • OH 1: Key Elements of Partnership
  • Overhead projector and screen, easel, chart paper, markers, masking tape, pieces of string or ribbon, and pen or pencil
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
  • HO 2: Principles of a Consultative Relationship
  • HO 3: Role-Play Cards
  • OH 2: Principles of a Consultative Relationship
  • Overhead projector, screen, and slide or a flip chart
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
15
minutes

Part 2
30
minutes

  • HO 4: The Cultural Iceberg
  • HO 5: Vignette
  • HO 6: Key Definitions
  • OH 3: The Cultural Iceberg
  • Easel, chart paper, markers, masking tape, and overhead projector (if available)
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
  • OH 1: Common Challenges
  • HO 1: Common Challenges
  • Pens, Post-it notes, easel and flip chart paper, and markers
  Activity 4-2
Problem-Solving Strategies for the Challenge

Participants will problem solve strategies to overcome challenges.

40
minutes
  • Worksheet 1: My Own Challenges
  • Post-it notes, pens, flip chart paper, and markers
  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
  • Worksheet 1: My Own Challenges
  • Planning Guides 1, 2, and 3
  • HO 2: Financing Early Childhood Mental Health Consultation Services
  • Pens

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:

  • Describe the intent of the training.

  • Describe the general design of the training and the materials provided.

  • Identify their individual expectations for the training.
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 4–6 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 today’s 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 (1–3 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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