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Early childhood mental health consultation: Care providers’ experiences of the consultative relationship
Author(s) -
KnieggeTucker Krystal,
Yuma Paula,
CaplovitzBarrett Karen,
Miles Brenda
Publication year - 2020
Publication title -
infant mental health journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.693
H-Index - 75
eISSN - 1097-0355
pISSN - 0163-9641
DOI - 10.1002/imhj.21865
Subject(s) - mental health , psychological intervention , intervention (counseling) , psychology , early childhood , interpersonal communication , focus group , nursing , medical education , early childhood education , qualitative research , medicine , pedagogy , developmental psychology , psychiatry , social psychology , social science , marketing , sociology , business
This article presents findings from a qualitative research study exploring child care teachers’ experiences receiving early childhood mental health consultation (ECMHC). As an emerging intervention in early childhood education, ECMHC is already yielding promising results, namely in helping teachers better address challenging behaviors in their classroom and promote a more nurturing classroom environment. However, there remains a lack of personal testimony from teachers who receive this intervention. Considering that teachers are the primary focus of most ECMHC interventions, the purpose of this study was to examine child care teachers’ personal experiences receiving consultation. Eight child care teachers were interviewed for this study. Results from this study illuminate key interpersonal processes in the development of the consultant–consultee relationship, indicate what teachers consider to be the most helpful components of consultation, and speak to the challenges that teachers experience in consultation. By examining the personal testimony of child care teachers who have received ECMHC services, consultants and researchers can consider ways to expand and improve future implementation of ECMHC.