Post on 20-Jan-2021
North Carolina Infant/Young Child Mental Health Association
Early Childhood Social-Emotional Competencies
A Competency-Based System for Professional Development and Support of North Carolina’s Early Childhood Workforce
Adopted by the Board of Directors of NCIMHA October 31, 2016
www.ncimha.org
An adaptation of Early Childhood Mental Health Core Competencies for Positive Practice
prepared by the Alamance Alliance for Children and Families, 2010, which was made possible by a grant from
Substance Abuse & Mental Health Services Administration (SAMHSA)
We appreciate the work of participants of the NCIMHA Workforce Development Project
Steering Committee Action Planning Committee: Drafting the Competencies Gary Ander Sharon Barlow Frances Davis Valerie Auber Robin Bartlett Brenden Hargett Archana V. Hegde Smokie Brawley Melissa Johnson Bob Herman-Smith Deborah J. Cassidy Kristin Meola Jame O’Sullivan Kimberly Chavis John Pruette
C. Chris Payne Karen Congema Catherine Scott-Little Gene Perrotta Marnie Reber
The Steering Committee also wishes to acknowledge the participation of Core Group Members: Bert Bennett Ruby Brown-Herring Jennifer Byrd Smokie Brawley John Ellis Kate Gallagher Khari Garvin
Bill Hussey Debbie Kennerson Marcia Mandel Katrina McDaniel Jeannie Proctor Susan Robinson Robin Rooney
Michael Smith Kelly Sullivan Kelly Tate Lauren Turner-Brown Connie Windham
* We also appreciate the time and expertise shared by the focus group participants, regional meeting participants, and other stakeholders in 2015.
We gratefully acknowledge the generous contribution of time, expertise, and commitment given by so many to our NCIMHA Workforce Development Project. Your efforts enable us to further our vision that every infant, toddler, and young child in North Carolina will grow up within nurturing relationships and supportive environments that provide the basis for emotional, cognitive, and social capacities necessary for healthy future development. C. Chris Payne, Ph.D. President, North Carolina Infant/Young Child Mental Health Association . Suggested citation: North Carolina Infant/Young Child Mental Health Association. (2016). Early Childhood Social-Emotional Competencies: A Competency-Based System for Professional Development and Support of North Carolina’s Early Childhood Workforce. Greensboro, NC: NCIMHA.
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EarlyChildhoodSocial-EmotionalCompetencies
AboutNCIMHAEarlyrelationships,experiences,andthebroaderenvironmentformthefoundationforlifelongphysicalandmentalhealth.TheNorthCarolinaInfant/YoungChildMentalHealthAssociationisastatewideinterdisciplinarynonprofitorganizationthatpromotesthisstrongfoundationforinfants,toddlers,youngchildren,andtheircaregiversthroughpublicawareness,advocacy,andprofessionaldevelopment.Background In2010,theTrainingcommitteeoftheAlamanceAllianceforChildrenandFamiliesacknowledgedtheneedtodefineasetofcorecompetencies(i.e.,knowledge,skills,andattitudes)forindividuals/professionalsworkingwithchildrenages0-5andtheirfamiliesinordertoprovideeffective,trauma-informedanddevelopmentallyappropriatecare.Asub-committeebeganbyreviewingexistingcompetenciesdefinedbystatesacrossthecountryincludingWisconsin,California,andOhio.In 2015, the North Carolina Infant Mental Health Association’s Early Childhood Mental Health WorkforceDevelopmentProjectconductedaseriesoffocusgroupsandmeetingswithvariousstakeholdersacrossthestatetodeterminehow tomost effectively expand the early childhoodmental healthworkforce inNorthCarolina. Theyconcluded that adopting Early Childhood Mental Health Competencies best met this need. Changes to theAlamanceAlliance’soriginalsetofcompetenciesreflecttherecommendationsofthesestakeholders.TheWorkforceDevelopment Project’s Steering Committee also recommended the adoption of the Alamance Alliance’s GuidingValuesandPrinciples. GuidingValuesandPrinciples Consistent with the commitment of using a System of Care approach to serve all children and families NorthCarolina,thefollowingvaluesandprinciplesareintegraltoapplicationofthecompetencies.Servicesshouldbe:
Strengths-basedAccountableFamilydrivenCommunity-basedCulturallyandlinguisticallycompetentDrivenbycommunityneedsTrauma-sensitiveEvidence-basedCommittedtochildrenagesbirththroughfiveCollaboratedatalllevels:Practice,programandsystemsIndividualized–ensuringthefitbetweenfamilyneedsandservices/supportprovided.
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EarlyChildhoodSocial-EmotionalCompetencies EarlyChildhoodSystemofCareSpecifically,anearlychildhoodSystemofCareis:
•Supportiveofparentsofyoungchildrenbynurturingandbuildingcaringrelationshipswiththem• Supportiveofnon-parentalcaregiversofyoungchildrenbynurturingandbuildingcaring
relationshipswiththem• Delivered,tothegreatestextentpossible,innaturalsettings–includinghomes,childcare,healthcare,and
familysupportsettings• Respectfulofdevelopmentalprocessesandflexibleandindividualizedtomeetthebehavioralhealth
needsofyoungchildren•Sensitivetothecultural,community,andethnicvaluesoffamilies• Accessibletocaregivers,homevisitors,familyworkers,andadministratorsworkingwithinfants,toddlers,
andpreschoolersandincludesclinicalservices,caseconsultation,andclinicalsupervisionandsupportindealingwithsuchstaffissuesasburnout,cultural,andworkplaceconflicts
•Accessibletofamilyservicesworkers,homevisitors,andothersworkingwithfamiliesofinfants,toddlers,andpreschoolersandincludesmentalhealthprogramconsultation,caseconsultation,andbackupsupportforfamiliesrequiringmoreintensiveinterventions
• Accessibleimmediatelyandasnecessaryforcrisisinterventionandsupporttoyoungchildren,families,andprogramsexperiencingcrisesrelatedtoviolence,communitydisasters,orfamily-specifictraumaticevents
• Builtonpartnershipsamongbothprimaryandsecondarysupportservicesatthecommunityandstatelevel.
AdaptedfromEarlyChildhoodMentalHealthServices:APolicyandSystemsDevelopmentPerspective,byJaneKnitzer,NationalCenterforChildreninPoverty,ColumbiaSchoolofPublicHealth,1998.
Inaddition,anearlychildhoodSystemofCareisbaseduponthefollowingvalues:•Allyoungchildrendeservetospendtheirdaysinasafe,stable,caring,nurturingenvironment.• Tomeetthementalhealthneedsofveryyoungchildren,itisnecessarynotonlytoconsidertheyoung
childandhisorherparentsasindividuals;itisalsocriticaltoconsiderthequalityofthechild’smanyrelationships.
• Familiesareconsideredtobefullparticipantsinallaspectsofthedesign,implementation,andevaluationofprogramsandservicesfortheiryoungchildren.
• Earlychildhoodmentalhealth(ECMH)servicesareresponsivetothecultural,racial,ethnic,anddemographicdifferencesofthepopulationstheyserve.
•ECMHpracticesbuildupon,promote,andenhanceindividual,family,andearlychildhoodstaffstrengths,ratherthanfocussolelyonweaknessesorproblems.
AdaptedfromEarlyChildhoodMentalHealthConsultation,CohenandKaufmann,aPublicationofCMHS,SAMHSA,USDHHS,April2000.
TheRoleofTraumainEarlyChildhoodServicesWehaveattemptedtointegrateadvancesinscienceandourunderstandingoftheimpactoftraumaonyoungchildrenandtheirhealthydevelopmentintothisframeworksothatservicesandsupportswithinNorthCarolinacanprovidetrauma-informedcare. Corevaluesandattitudesneededtoprovidetrauma-informed,developmentallysensitiveservicestoyoungchildrenandtheirfamiliesinclude:
Beliefthatprovidingtrauma-informed,developmentallysensitivecareisanappropriateandimportantroleforanyoneinvolvedinprovidingservicestochildrenandtheirfamilies
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EarlyChildhoodSocial-EmotionalCompetencies
Recognitionthatinvolvingclients/parents/caregiversaspartnersintheprocessofrecoveryfromtraumaandchildhoodadversitymaximizesthepotentialforhealing
Awillingness/commitmenttoexamineone’sownpersonalbeliefsaboutandexperiencesoftraumaandchildhoodadversityandtheimpactthesehaveoninteractionswithclients,colleagues,organizations,andsystems
A viewofchildhoodtraumaandadversityasasignificant,complex,andoftenpreventablepublichealthproblemwithbroadrangingeffectsonchildrenandadultsbutfromwhich,withproperresourcesandsupport,peoplecanrecoverandheal.
Practicethereforerequirescommunicationskillstoprovideeffectivetrauma-informed,developmentallysensitiveservicestoyoungchildrenandtheirfamiliesto:
Developaninterpersonalstylethatisdirect,willingtochangeasaresultofinteractions,reflective,engaging,honest,trustworthy,culturallycompetent,andeliminatestheuseoflabelsthatpathologize
Communicateandcollaboratewithchildren,families,professionals,andcommunitiestoestablishsupportiverelationshipsforgrowthandhealing
Accuratelyperceive,assess,andexpressemotionsandmodelnon-violentwaysofcommunicatingthoseemotionsinordertomaintainasafeenvironmentforselfandothers.
AdaptedfromTraumaInformed&DevelopmentallySensitiveServicesforChildren:CoreCompetenciesforEffectivePracticeTHEMULTIPLYINGCONNECTIONSINITIATIVEtheHealthFederationofPhiladelphiaCopyright2008;
www.multiplyingconnections.org
EarlyChildhoodSocial-EmotionalCompetenciesThefollowingcompetenciesareforindividuals/professionalswhoareworkingorplantoworkwithyoungchildren(ages0-5)andtheirfamiliesinNorthCarolina.Theyarebuiltupontheassumptionthatindividuals/professionalshaveorwillmeettherequirementsassociatedwithcorevaluesandprinciplesstatedabove.Giventhechangingenvironmentofthehumanservicedeliverysystems,inNorthCarolinaandthecountry,wearehopingthatthesecompetenciescanserveasthebasisforsupervisors/managerstouseasaprofessionaldevelopmenttoolforstaffandaguideforthedevelopmentorrefinementofneworexistingtrainingprograms,technicalassistance,orcurricula.Thefollowingsocial-emotionalcompetenciesreflecttheexpectedstandardsfortheskills,knowledge,andattitudesnecessarytobeaproficientandcompetentprofessionalworkingwithyoungchildrenandtheirfamilies.Thesecompetencies,andanystrategiesregardingthedisseminationofknowledgeandtrainingaboutthesecompetencies,shouldbesystemicallyevaluatedusingqualityimprovementmethodsinformedbyimplementationscience.Thatis,policymakersandprogramadministratorsshouldassesstheassociationbetweentheadoptionofthesecompetenciesandpositiveservicedeliveryoutcomes.Thefollowingsetofcompetenciesisintendedtobeperiodicallyrevisedtoincorporatedata-informedadjustmentsthatreflectevidence-basedbestpractices.
Eachprofessionalcategoryrecognizestheeducationalachievement,training,and/orworkexperiencesappropriateforbestoutcomesforinfants,youngchildrenandtheirfamilies. Eachcolumnassumesknowledgeandskillacquisitionoutlinedinthepriorcolumn,ifany.Aprofessional’splacementinacategoryshouldbeestablishedbyone’simmediatesupervisor.Thesecategoriesshouldnotcaporlimittrainingopportunities.Thesecategoriesareintendedtoserveonlyasanapproximateguideline,andthereforeshouldbeadaptabletosuittoagency/employerneeds.Thesecategoriesarenotintendedtoserveasstrict,exclusivecriteria.
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EarlyChildhoodSocial-EmotionalCompetencies
ProviderCategories
• FoundationProfessionals(CoreProviderCategory1):Thiscategoryincludesanypersonworkingwithyoungchildrenandtheirfamilies,suchasindividualsprovidingchildcare,HeadStart,orhomehealthservices.
• IntermediateProfessionals(CoreProviderCategory2):Thiscategoryincludesproviderswhoworkwithchildrenandfamiliesinanon-clinicalsettingorinasupportiverole,suchaschildcaresupervisors,directors,registerednurses,oreducators.
• AdvancedandSpecialistProfessionals(CoreProviderCategory3):Thiscategoryincludesproviderswhoworkwithchildrenandfamiliesinaclinicalsettingandpossessanadvanceddegree,suchasaMaster’sorPh.D.Thiscategorymayincludelicensedmentalhealthclinicians,pediatricians,andthoseinleadershippositions.
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EarlyChildhoodSocial-EmotionalCompetencies
KnowledgeDomainsTheNCIMHAearlychildhoodsocial-emotionalknowledgedomainsare:
A.Parenting,Caregiving,FamilyFunctioningandParent-ChildRelationships
B.ChildDevelopment: Infant,ToddlerandPreschoolAgeChildren
C.BiologicalandPsychosocialFactorsImpactingOutcomes
D.RiskandResilience
E.Observation,Screening,andAssessment
F.DiagnosisandIntervention
G.Interdisciplinary/MultidisciplinaryCollaboration
H.Ethics
Itisrecognizedthatprofessionalsfromawiderangeofdisciplines,educationalbackgrounds,androleswillseektodevelopproficienciesassociatedwiththesecompetencies.AllprofessionalsarenotexpectedtoacquirecompetenciesinallCategoriesorinallDomains. Organizationswillneedtoidentifyapplicablecompetenciesrelevanttotherole(s)oftheirstaffandmissionoftheirorganization.
Organizationdirectorsareencouragedtoadoptthesecompetenciesforallstaffworkingwithchildrenandfamilieswithintheirorganization. Supervisorsareencouragedtoutilizethesecompetenciesinplanningannualtrainingfortheirunitsandinsettingannualtraininggoalswithindividualstaff.
Aworkforcedevelopmentstaffplanningtoolisincludedinthisdocumentforusebysupervisors.Trainingresources,includingweb-basedandface-to-face,havebeenidentified,bydomain,toassistsupervisorsinplanningwithstaff.
Pleasenotethattrainingresourceschangefrequently. Thoseidentifiedarenotintendedtobeallinclusiveortheonlytrainingsavailable.Trainingsavailableatthetimeofthispublicationmaynotremainavailableindefinitely.TheNCIMHAisnotresponsibleforavailabilityorcontentofidentifiedtrainings.
EarlyChildhoodSocial-EmotionalCompetencies
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Knowledgearea
Category1
Anypersonworkingwithyoungchildrenandtheirfamilies
Category2
Bachelordegreeorequivalent;providerswhoworkwithchildrenandfamiliesinanon-clinicalsettingorinasupportiverole
Category3
Master’sdegree;providerisalicensedmentalhealththerapist
A.Parenting,Caregiving,FamilyFunctioningandParent-ChildRelationships• Rangeoffamilystructure• Pregnancyandchildbirth• Postpartumperiod• Attachmentissues• Parentingasa
developmentalprocess• Familydynamics• Familyexpectation
regardingchilddevelopment
• Providingfamily-sensitiveservices
• Culturalissuesinparentingandfamilydevelopment
• Goodnessoffitbetweenparentsandyoungchildren
• Importanceofrelationshipstodevelopment
Transitions Familysystems
Understandstheimportanceofparent/caregiveravailability.
Understandsissuesrelatedtotransitiontoparenthood,issuesofbeinganewparentparticularlyforyoungadults
Demonstratesanunderstandingofhealthyattachmentafterbirthandtheimportanceofthepostpartumperiodonthenewborn.
Understandstheinfant/youngchild’suseoftheparentasasecurebaseforexplorationsoftheenvironmentandunderconditionsofstress
Demonstratesanunderstandingofdifferentpatternsofparent-infantinteractionandattachmentandtheirimpactonchildoutcomes.
Understandstheroleofcaregiversasmodelsforthedevelopmentofbehaviorinyoungchildren(e.g.coping,angermanagement).
Demonstratesanunderstandingoffamilyandparentingfunctionasalifelongdevelopmentalprocessbeginningbeforeconception.
Adjustsdailyroutinebasedonthechild’stemperamentandunderstandsandrespondstobabycues.
Understandsandutilizestheconceptof“goodnessoffit”betweentheparentandchild(temperament,etc.)inobservingandsupportingparentchildinteraction.
Remediatesthepotentialprobleminthedevelopingparent-childrelationshipbroughtaboutbyatemperamentmismatchofparentandchild.
Supportstheuniqueparent-childrelationship. Usesavarietyoftechniquestofacilitateandreinforcepositiveparent-infantinteractionandenhancesparents’capacitytoberesponsiveandsensitivetotheirbaby/child.
Demonstratesknowledgeoffamilydynamic(systems,relationships)andfamilycompositionincludingrelationshipswithcaregiver,sibling,andextendedfamily.
Respectstheparent’srelationshipwithchildasprimary.
Usesinterviewswithparents/caregiverstolistencarefully,obtaininformation,andbegintodeveloptrust.
Establishesandmaintainsatherapeuticalliancewithparent/caregiver.
EarlyChildhoodSocial-EmotionalCompetencies
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Knowledgearea
Category1Anypersonworkingwithyoung
childrenandtheirfamilies
Category2
Bachelordegreeorequivalent;providerswhoworkwithchildrenandfamiliesinanon-clinicalsettingorin
asupportiverole
Category3
Master’sdegree;providerisalicensedmentalhealththerapist
A.Parenting,Caregiving,FamilyFunctioningandParent-ChildRelationships
Continued
Demonstratesawarenessofboundaries inworkingwithfamilies.
Demonstratessensitivitytoprofessionalroleasacollaboratingpartnerwiththefamilyandadvocatesforparentswhilemaintainingboundariesandfosteringindependence.
Understandstheconceptsoftransferenceandcounter-transferenceandhowtheymayimpacttheongoingtreatment
Demonstratesawarenessofthepotentialnegativeimpactofmultipleseparationsand/ormultiplefamilyplacementsonearlydevelopment.
Demonstratesawarenessofandabletocompetentlyengagewithawiderangeoffamilystructures,familydynamicsandculturalinfluencesonfamilyfunctioning.
Demonstratesawarenessofculturalissuesthatimpactfamilyinteractions,relationships,andparenting.
Utilizesdiverseculturalbeliefaboutdevelopmentinunderstandingparent-childinteractionandfamilyexpectations.
Understandstheimpactoftheclient’sculture,values,andeducationontheirownbehaviorandreactiontothetherapist.
Understandsthatparentbehaviormaybetheresultofhowtheparentsweretreatedbytheirparents(empathizewithparenthistory).
Demonstratesreflectiveinsightintopersonalrelationshiphistoryanddynamics,andunderstandsimportanceofone’sownawarenessincontextoftherapeuticrelationshipswithfamilies.
Understandsstrategiesforfacilitatingchangeandgrowthprocessesinfamilieswithsignificantproblemsinrelationships—attherepresentational,dyadicandsystemiclevels.
Understandstheimportanceofandhowsocialsupports(extendedfamily,church,community,etc.)functionforfamilies
EarlyChildhoodSocial-EmotionalCompetencies
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Knowledgearea
Category1Anypersonworkingwithyoung
childrenandtheirfamilies
Category2
Bachelordegreeorequivalent;providerswhoworkwithchildrenandfamiliesinanon-clinicalsettingor
inasupportiverole
Category3
Master’sdegree;providerisalicensedmentalhealththerapist
B.ChildDevelopment:Infant,ToddlerandPreschoolAgechildren• Typicaldevelopment
ininfancy,toddlerand/orpreschoolperiods
• Milestonesofdevelopment
• Peerrelationships• Expectationsof
childreningroups• Culturalvariationsin
developmentandfamilyexpectations
Demonstratesanunderstandingoftheimportanceofhealthyrelationshipsforhealthydevelopment.
Demonstratesanunderstandingoftheconstructofattachmentandattachmentbehavior.
Demonstratesanunderstandingofnormativedyadicemotionaldevelopmentandtheimplicationsforatypicaldyadicemotionaldevelopment(parent-child).
Demonstratesanunderstandingoftypicaldevelopmentincluding:language,motor,sensory,adaptiveself-help,cognition,andsocial&emotional(includingcapacitytoplayandinteractwithothers).
Recognizesdifferenceinprocessingsensoryinputs. Demonstratesanunderstandingoftheimportanceofdevelopmentofself-regulation,earlychildhoodsocialrelationships,communicationandrepresentationalskills,andexecutivefunctionabilitiesforschoolreadiness.
Recognizesandrespectshowdifferentsettingswherechildrenspendtimeincludingchildcare,playgroups,andhomemayaffectchildren’sbehavior.
Demonstratesanunderstandingoftheimpactofenvironmentonbehavioratallstagesofdevelopment.
Demonstratesanunderstandingofsocial-emotionaldevelopmentandtheroleofpeerandgroupinteractionsasitrelatestochildbehaviorandcanutilizearangeofstrategiesforpromotingoptimalinteractions.
Accuratelyinterpretsinformationfromdirectandreportedinformation,observationsandassessmentsinarangeofsettingstoidentifycapacitiesandstrengths,aswellasdevelopmentaldelaysand/oremotionaldisturbancesininfantsandyoungchildrenserved.
Usescollaborativeapproachestoexploreappropriatefamilyexpectationsandprovidesdevelopmentalguidanceinachievingstrategiesthatsupportthoseexpectations.
EarlyChildhoodSocial-EmotionalCompetencies
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Knowledgearea
Category1Anypersonworkingwithyoung
childrenandtheirfamilies
Category2
Bachelordegreeorequivalent;providerswhoworkwithchildrenandfamiliesinanon-clinicalsettingor
inasupportiverole
Category3
Master’sdegree;providerisalicensedmentalhealththerapist
C.BiologicalandPsychosocialFactorsImpactingOutcomes• Temperament• PrenatalEnvironment• FamilyStress• Regulatoryand
sensoryissues• Brainresearch• Neuro-
developmentalissues• Prematurityandlow
birthweight• Childabuse• Childneglect• Nutrition• Poverty• Trauma• Communityissues• Schooland
communityservices• Impactofsuch
factorsupondevelopmentandrelationships
Utilizesbasicknowledgeofbraindevelopment.
Demonstratesanunderstandingoftheimpactofinuterotoxinsonlaterdevelopmentsuchasalcohol,nicotine,andprescriptionandnon-prescriptionmedications.
Accuratelyinterpretsthebi-directionalnatureofbiologicalandpsychosocialcircumstancesthatinfluenceinfantbraindevelopment,parent-childrelationshipsandtheregulationofemotionsandbehavior,includinggenetics,lowbirthweight,under-nutrition,substanceexposure,disabilityandtheimpactoffamilydiscordandtrauma.
Demonstratesawarenessofregulatorychallenges,includingsleep/wakepatterns;feeding.
Demonstratesanunderstandingoftheimpactsofregulatorychallenges(e.g.,colic,disruptionsinfeedingandsleeping)onattachmentandparentalabilitytorespondandsenseofcompetence.
Canimplementsupportivebehavioraltechniquesforproblemsinsleeping,eating,andself-control(e.g.charting,positivereinforcement).
Demonstratesanunderstandingaboutinterventionstrategiesforinfantswithregulatorychallengesand/orpre-terminfants.
Demonstratesanunderstandingofnutritionalneedsandmethodsoffeedingatdifferentstagesofdevelopment.
Demonstratesanunderstandingoftheimpactofchronicpoornutritionondevelopment.
Canidentifyandaddressfamilyandchildhealthfactors,includingnutrition,andtheirroleinchildandfamilyoutcomesfrompreconceptiononward.
Demonstratesanunderstandingofwhenandhowchallengingbehaviorsinterferewithhealthydevelopment.
Demonstratesanunderstandingoftheconceptthatprolonged/chronicstressintheinfant/child/parentordyadaffectsalldomainsofdevelopmentandmayleadtosubsequentinterferencewithbraindevelopmentandemotionalregulation.
Demonstratesawarenessofthekindsoftraumaticexperiencestowhichyoungchildrenaremostfrequentlyexposed.
Recognizestheimportanceoftrauma-informedassessmentsandinterventions
EarlyChildhoodSocial-EmotionalCompetencies
10
Knowledgearea
Category1Anypersonworkingwithyoung
childrenandtheirfamilies
Category2
Bachelordegreeorequivalent;providerswhoworkwithchildrenandfamiliesinanon-clinicalsettingorina
supportiverole
Category3
Master’sdegree;providerisalicensedmentalhealththerapist
C.BiologicalandPsychosocialFactorsImpactingOutcomes
Continued
Demonstratesanunderstandingthattraumaplaceschildren’sattachments,self-regulatorycapacities,andcognitivedevelopmentatrisk
Demonstratesanunderstandingoftheimportanceofscreeningfortraumaticlifeexperiences
Identifies/describeskeysigns,symptoms,impactandmanifestationsoftrauma,disruptedattachment,andchildhoodadversityinchildrenandinadults.
Demonstratesanunderstandingthatthedomainsandstagesofnormalchildhooddevelopment(brain,social,emotional,cognitive,andphysical)canbeaffectedbytrauma,abuse,adversityandstress.
Explainstherelationshipbetweentrauma,adversityanddisruptedattachmentinthechild/caregiverrelationship.
Demonstratesanunderstandingofhowbehaviors,includingthosethatappeartobeproblemsorsymptomsoftenreflecttrauma-relatedcopingskillsindividualsneedtoprotectthemselvesandsurvive.
Explainshowbehaviors, includingthosethatappeartobeproblemsorsymptomsoftenreflecttrauma-relatedcopingskillsindividualsneedtoprotectthemselvesandsurvive.
Assistsparents/caregiversofchildrenwhohavebeenexposedtotraumaandchildhoodadversitytorecognizeandaddresstheirownriskforsecondary/vicarioustraumaandpossibleunresolvedtraumaintheirownlives.
Describesthemulti-generationalnatureoftraumaandchildhoodadversity.
Demonstratessensitivitytochildren’sparents/caregiverswhooftenhaveunaddressedtraumaissuesthatcanimpacttheirabilitytohelptheirchildren.
Definesre-traumatizationandidentifywaysthatchildrenandtheirfamiliescanbere-traumatized/triggeredbythesystemsandservicesdesignedtohelpthem.
Describeslocalresourcesfortraumaspecifictreatmentandtraumainformedservicesforchildrenandtheirfamilies.
Definestraumainformedandtraumaspecificcare,includingknowingthekeyelementsofatraumainformedsystemandbeingfamiliarwithevidencebasedtraumatreatmentmodels.
EarlyChildhoodSocial-EmotionalCompetencies
11
Knowledgearea
Category1Anypersonworkingwithyoung
childrenandtheirfamilies
Category2
Bachelordegreeorequivalent;providerswhoworkwithchildrenandfamiliesinanon-clinical
settingorinasupportiverole
Category3
Master’sdegree;providerisalicensedmentalhealththerapist
D.RiskandResilience• Atypicaldevelopment•Maternaldepression• Parentalsubstanceabuse• Teenageparenting• “Ghosts”inthenursery• Chronicphysicalillness• Chronicmentalillness
inparent• Developmental
Disabilities• Protectivefactorsthatpromoteresilience• FamilyViolence
• FosterCare• Promotingresilienceinchildrenandfamilies• Developmental
disabilities
Demonstratesknowledgeoftheeffectsofriskfactorssuchasgenetics,medicalcomplications,prematurity/lowbirthweight,substanceexposureandteratogens,andtheimpactoffamilial,cultural,social,physicaland/oreconomicfactorsincludingpoverty,abuseandneglectondevelopmentandrelationships.
Demonstratesatheoreticalunderstandingofthecumulativeriskfactorsthataffectfamilywell-beingandparent-childrelationshipsforinfantsandyoungchildrenandtheirfamiliesandcommunitiesstemmingfromavarietyofsources.
Appliesconceptsofresiliencetoguidetreatmentplanningassessmentandinterventionswithchildrenandfamilies.
Demonstratesanunderstandingthatpracticesshouldberesponsivetodevelopmentalprotectivefactorsandriskfactors.
Demonstratesatheoreticalunderstandingoftheresiliencefactorsthatallowinfants,toddlersandpreschoolerstopositivelyadaptdespitesignificantlifeadversities.
Demonstratestheabilitytoselectstrategies/interventionsbasedonparentconcerns,prioritiesandresources,includingconsiderationforculture,languageandeducation.
Demonstratesknowledgeoftheimpactoffamilial,economicorsocialfactorsonrelationshipsandsocial-emotionaldevelopment.
Demonstratestheabilitytoidentifyandaddressparent-familydifficultiesthatnegativelyimpacttheparent-childrelationshipandinfantorchild’ssocial-emotionaldevelopment.
Educatesparents/caregiversaboutriskandprotectivefactorsassociatedwithtrauma/childhoodadversity,healthychilddevelopment,andassiststhemwithdevelopingtools/strategiestostrengthendevelopment
EarlyChildhoodSocial-EmotionalCompetencies
12
Knowledgearea
Category1Anypersonworkingwithyoung
childrenandtheirfamilies
Category2
Bachelordegreeorequivalent;providerswhoworkwithchildrenandfamiliesinanon-clinical
settingorinasupportiverole
Category3
Master’sdegree;providerisalicensedmentalhealththerapist
E.Observation,ScreeningandAssessment• Developmentof
observationalskillswithinfantsandyoungchildren
• Useofobservationalinformation
• Useofscreeningtools• Whentomakereferrals
formorecomprehensiveassessment
• Howtomakeareferral,includingfollowingthroughorassistingfamilywithinitialcontacts
• Interviewing• Introductiontomajor
assessmentinstrumentsandprocesses
Createsenvironmentsthataresafe,comfortable,andwelcomingforallchildren,families,andstaff
Demonstratesanunderstandingofhowandwhentoreferfor(screeningand/or)evaluation.
Demonstratedfamiliaritywiththevarioustoolsandtheappropriateuseofeachtool.
Demonstratesanunderstandingoftherelevanceofbothpopulationandclinicprevalencefordiagnosis.
Usesscreeningtools. Demonstratesanunderstandingofassessmentasintervention.
Conductstrauma-informedscreeningandassessmentsincludingobtainingappropriateclientandfamilyhistoriestodetermineexposuretotrauma/childhoodadversityandriskandprotectivefactorsassociatedwithtrauma/childhoodadversity.
Demonstratesanunderstandingoftheroleofdifferentprofessionalsinmakingappropriatereferrals.
Selectsandusesscreeningandassessmentpracticesappropriatetopregnantandpostpartumparents,includingscreeningfordepression.
Successfullyusesawiderangeofstrategiesinvarioussettingstoreachandengagefamilies.
Observes,inmultiplesettings(includingthehome),theparent’semotionalstatesandtheirresponsestotheinfant/youngchild.
Demonstratesanunderstandingofhowtousevariousobservation,screeningandassessmenttools/processesfortheindividualinfant,youngchildandfamily.
Observes,inmultiplesettings(includingthehome),thechild’semotionalstatesandhis/herresponsetotheparent.
Incorporatesobservationsoftheinfantandyoungchildinmultiplesettingsincludingplay,child-parentinteractions,earlycareandeducationsettingsandhomeintoeveryassessmentofthechild.
EarlyChildhoodSocial-EmotionalCompetencies
13
Knowledgearea
Category1Anypersonworkingwithyoung
childrenandtheirfamilies
Category2
Bachelordegreeorequivalent;providerswhoworkwithchildrenandfamiliesinanon-clinical
settingorinasupportiverole
Category3Master’sdegree;providerisalicensedmentalhealththerapist
F.DiagnosisandIntervention
• Diagnosticsystemsfor
infants,toddlersandyoungchildren
Observestheinfant/youngchild’sbehavior,abilitytosoothe,self-regulation,andsensitivities.
Noticesandcandescribetheparent’sbehaviortosoothe,regulate,andredirecttheinfant/youngchild.
Demonstratesanunderstandingofandabilitytointegrateamultidimensionalassessmentofaninfantoryoungchild,utilizinginformationfromotherprovidersandcaregiversasappropriate,inclusiveofhealth,physical,social,emotional,psychologicalandculturalaspectsfromadevelopmentalandrelationalperspective.
Recognizes,inthehome,threatstotheinfant/youngchild’sphysicalandemotionalwell-being.
Can,throughobservationandinterview,recognizechallengestoadultsfunctioningasparents,includingsignsofsubstanceabuse,developmentaldelay,mentalillness,etc.,andprovideappropriatereferralsandinterventions.
Allowsparenttoexpresscorerelationalconflictsinanacceptingandnonjudgmentalmanner.
Usesandscorestheresultsofstandardizedobservation/parentreportinstruments(e.g.AgesandStages,PEDS,etc.).
Knowsthecriterianecessaryforformaldiagnosesofdisordersinmentalhealthandusesclinicaltoolsappropriately(e.g.numbersofsymptoms,ageofonset,duration,impairment).
Demonstratesknowledgeofthedistinctionsamongdifference,delayanddisorderandmakesappropriatereferralforeach.
Knowsaboutthesymptomsofinfant/childdisordersinDSM-V;knowsaboutthedisordersofinfancy/toddlerhoodasetforthinDC-03andtheimplicationsofdifferentialdiagnosisfortreatment;andknowstheextenttowhichtheDC-03disordershavecounterpartsinDSM-VandICD-10
UsestheDC:0-3RandDSM-Vtodiagnoseproblemsinveryyoungchildrenandcanprovidethe“cross-walk”diagnosisbetweenthetwosystemswithintheirscopeofpractice.
EarlyChildhoodSocial-EmotionalCompetencies
14
Knowledgearea
Category1
Anypersonworkingwithyoungchildrenandtheirfamilies
Category2
Bachelordegreeorequivalent;providerswhoworkwithchildrenandfamiliesinanon-clinicalsettingorinasupportive
role
Category3
Master’sdegree;providerisalicensedmentalhealththerapist
F.DiagnosisandInterventionContinued
Linkingassessmentanddiagnosistointervention
Developmentofinterventiongoals
Relatesandinteractscomfortablywithinfants/youngchildren.
Knowshowtoimplementdyadictherapeutictechniquesasdescribedintheinfantmentalhealthliterature.
Knowshowtohelpparentsidentifygoalsandactivitiesthatcontributetopleasurableinteractionwiththeinfant/youngchild.
Canbeempathicandsympatheticwhilenotoveridentifyingwiththeparents.
Organizes,synthesizes,andinterpretsinformationfromallsourcesandcommunicatestheneedandstrengthoftheinfant/youngchildtoparentstofacilitatetheirunderstandingandcooperationintreatment.
Demonstratestechniqueforsoothing,limitsetting,andprotectionandcandiscussthemeaningofthesewithparents.
Promotesparentalcompetenceinareassuchasresolvingandforestallingcrisesandsolvingfamilyconflicts.
Providesinterventionthatrecognizestheconceptofresistancetoengage,totakeadvantageofservices,etc.,andseekstoovercomeresistanceinatherapeuticmanner
Ispersistentinmonitoringtheprogressoftheserviceplan. Monitorsprogressandproblemsinwhatevertherapeutictechniquesarebeingimplementedbywrittennotesand/orrecords.
Understandstheimplicationofco-morbidityfortreatmentplanning.
Recognizesinterventionmustbedevelopedimmediatelyfollowingrecognitionofachild’sdevelopmentalriskinordertominimizethelikelihoodoffailuretoprogress.
Integratesinformationandformulatesplanstogetherwiththefamilyusinganapproachthatfacilitatesandsupportschange
Demonstratesanabilitytomodulateinterventionstyleandstrategiesinresponsetospecificstrengthsandvulnerabilitiesofeachinfant,childandfamily.
Facilitatesreferralsandaccesstotraumainformedandtraumaspecifictreatmentservicesforchildrenandtheirfamiliesasneeded.
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Knowledgearea
Category1Anypersonworkingwithyoung
childrenandtheirfamilies
Category2
Bachelordegreeorequivalent;providerswhoworkwithchildrenandfamiliesinanon-clinicalsettingorina
supportiverole
Category3
Master’sdegree;providerisalicensedmentalhealththerapist
F.DiagnosisandIntervention
Continued
Effective
communicationwithcaregiversandothers
• Concreteassistance• Communityresources• Developmental
guidance• Behavioralsupport• Interactionguidance• Workingwith
challengingfamilies• ConflictresolutionStrategiestopromote
infant-familyandearlychildhoodmentalhealth
Strategiesforpreventiveinterventionaddressingsocial-emotional-behavioralvulnerabilities
Interventionstrategies
Providesemotionalsupportintimesofstress.
Providesbothpositiveandnegativefeedbackinasensitiveandeffectivemanner.
Canbeempathicandsympatheticwhilekeepingappropriateboundarieswithparents.
Assistsparentsinidentifyingcommunityresourcesforservicesthatparentsidentifyasimportant.
Providesresourcesforrelatedservicessuchasprimarycare,childwelfare,mentalhealthorsocialservicesandprovidesguidanceregardingchild’sdevelopment.
Demonstratesanunderstandingofandisabletoaddresstheimportanceandneedforconcreteassistance,developmentalguidance,crisismanagementandadvocacyintherapeuticanddevelopmentalworkwithfamiliesofinfantsandtoddlers.
Demonstratesanunderstandingofevidencebased/promisingpracticesthatsupportECMHandsocial-emotionalcompetency,e.g.,TF-CBTandtheIncredibleYears.
Selectsandimplementsevidence-supportedrelationship-basedinterventionstrategiesthatareappropriatetosupportandpromotetheinfantoryoungchild’sstrengthsandneeds.
Demonstratesanabilitytoconsidercultureandcontextaswellasriskfactorsinplanningassessmentandinterventions.
Demonstratesfamiliaritywithfrequently-usedpsychotropicmedicationsforbothchildrenandadults.
Isknowledgeableaboutpotentialsideeffectsofmedicationandcandiscusswithfamiliesasappropriate.
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Knowledgearea
Category1Anypersonworkingwithyoung
childrenandtheirfamilies
Category2
Bachelordegreeorequivalent;providerswhoworkwithchildrenandfamiliesinanon-clinical
settingorinasupportiverole
Category3
Master’sdegree;providerisalicensedmentalhealththerapist
F.DiagnosisandIntervention
Continued
Intervention strategiesUseofselfinprovisionofservices
Developingreflectivepractice
Demonstratesanunderstandingofthecognitionsandbeliefsofsomeclientswhicharenolongersupportiveandseekstochangetheminanon-threateningmanner(i.e.usingaMotivationalInterviewingapproach).
Implements“packaged”parenttrainingprograms.
Demonstratesabilitytoteachchildrenandparent/caregiverstechniques,includingrelaxationcalming,soothing,andgroundingthemselvesand/ortheirchildren.
EnsuresthatfamiliesareprimarymembersoftheIndividualFamilyServicePlan/IndividualEducationPlanorChildandFamilyteams.
Demonstratesanunderstandingoflimitsandboundariesofpracticeandmakesappropriatereferrals
Demonstratesknowledgeofthelimitsofone’sowndiscipline’sscopeofpracticeandtheneedforreferralforissuesbeyondone’sowndiscipline’sexpertise.
Demonstratesanunderstandingofandutilizestheprinciplesofreflectivepractice.
Suggests,demonstratesandcoachesfamiliesonstrategiestonurtureachild’sdevelopmentacrossalldomains,includingtheirstrengths,emergingcapacitiesandculturalvalues.
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Knowledgearea
Category1Anypersonworkingwithyoung
childrenandtheirfamilies
Category2
Bachelordegreeorequivalent;providerswhoworkwithchildrenandfamiliesinanon-clinical
settingorinasupportiverole
Category3
Master’sdegree;providerisalicensedmentalhealththerapist
G.Interdisciplinary/MultidisciplinaryCollaboration• Understandingtheroles
ofotherprofessionalsinworkingwithyoungchildrenandfamilies
• Respectingboundariesofpractice
• Communityresources•Workingtogetherwith
otherprofessionalstocreateanintegratedplan
• Collaboratingtoprioritizechildandfamilyneeds
Demonstratesknowledgeaboutresourcesinthecommunity.
Completesthereferralprocessinaknowledgeable,professionalandtimelymanner.
Demonstratesknowledgeoftheexistenceofawidevarietyofresourcesandsystemsprovidingservicestoyoungchildren&families.
Worksasamemberofateam:practicesopennesstonewinformation,abilitytocommunicateclearlyone’sownpositionandvalue,abilitytoholdmultipleviewpointsandreflectuponthem.
Sharesownreportsandinterpretsreportsfromotherprofessionalsinsuchawayastofacilitateparentalunderstandingandcooperation.
Demonstratestheimportanceofsensitive,respectfulandeffectivecommunicationwithotherprovidersofservicestothechildandfamily.
Demonstratesanabilitytoassembleaninteragencyandinterdisciplinaryteaminwhichteamandfamilymembersexchangeinformationandlearnfromoneanother.
Worksasateamleaderwhenappropriate,orcanco-teamlead,whennecessary,withanotherprofessional.
Demonstratesanabilitytointegratemultiplesourcesofinformationintoacohesive,familyfriendlyreport.
Coordinatesearlyinterventionservicesacrossavarietyofagencies.
Facilitatesrelationships,communicationandcollaborationamongfamilyandallotherteammembers.
Demonstratesawarenessthatrelationshipswithotherproviderswillhaveaneffectontheirrelationshipswiththechildandfamily.
Respectsandincorporatesinformationandfeedbackfromotherteammembers.
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Knowledgearea
Category1
Anypersonworkingwithyoungchildrenandtheirfamilies
Category2
Bachelordegreeorequivalent;providerswhoworkwithchildrenandfamiliesinanon-clinical
settingorinasupportiverole
Category3
Master’sdegree;providerisalicensedmentalhealththerapist
H.Ethics• Ethicsofscopeof
practice•Workingethicallyin
familysettings
Demonstratesself-awarenessandtheabilitytoreflectonone’simpactonfamiliesandviceversa.
Demonstratesaclearunderstandingofscopeofareasofpersonalcompetencyasdeterminedbytrainingandexperience,andseeksconsultationwhenquestionsarise.
Demonstratesknowledgeofapplicablestateandagencyregulationswithrespecttosuchissuesaseligibilityforservices,confidentiality,documentation,reportingofchildabuse,andothersthatmayarise.
Demonstratesanunderstandingofwhenparticularproblemsmanifestedbythechildrequireservicesoutsideoftheircompetence.
Demonstratesaclearunderstandingofscopeofpracticeasdefinedbylicense,certification,and/orposition/role,andseeksconsultationwhenquestionsarise.
Workswithintheregulationandcodeofethicsoftheirprofession.
Demonstratesrespectforboundariesofpractice.Maintainsappropriateboundarieswithfamiliesandotherprofessionals.
Demonstratesanunderstandingoftheimpactofhis/herownculturalandeducationalbackgroundandvaluesontheclient.
Usesregularlyscheduledtimeforsupervision(reflectivesupervision,etc.),recognizeshis/herownlimitations,andseekssupport&supervisionasneeded.
Makeseffectiveuseofreflectivepracticefacilitation,mentoring,coaching,and/orsupervision.
Recognizesandsupportstheculturalbeliefsandvaluesoffamilies.
Recognizesthesignificanceofsocio-culturalandpoliticalcontextsofchildrenfromdiversebackgrounds.
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TrainingResources
Workforcedevelopmentresourceslistedbelowareintendedtosupplement,notsupplant,otherearlychildhoodeducationandcontinuingeducationrequirements,certifications,andlicensures. Resourcesnotedarespecifictosocial-emotionalconcernsandarenotintendedtobeallinclusiveofotherdisabilityareas. Mostresourcesnotedaddressbasicknowledgeandskillsintheareaofearlychildhoodmentalhealthneededbyallpersonsworkingwithchildrenandfamilies(Category1),andarenotintendedtoaddressthemoretechnicalknowledgeandskillsthatmayberequiredathigherCategories.Pleasenotethattrainingresourceschangefrequently.Thoseidentifiedarenotintendedtobeallinclusiveortheonlytrainingsavailable.Trainingsavailableatthetimeofthispublicationmaynotremainavailableindefinitely.TheNCIMHAisnotresponsibleforavailabilityorcontentofidentifiedtrainings.Thiscompetency-basedsystemembracesaninclusiveapproachtoprovidingworkforcedevelopmentopportunitiestomultiplechild-servingagenciesandfamilies in the community. While striving to provide cross-disciplinary trainings whenever possible, each source may have attendance limitationsdependingonthetypeandavailabilityoftrainingoffered. Sourcesfortrainingcurrentlyavailableinclude:
SourcesofTraining
Website Training Elements Audience
National Child Traumatic Stress Network (NCTSN): http://learn.nctsn.org/
Various Trainings including: On-line, webinars
Infant Mental Health Child Welfare Toolkit Caring for Children Who Have Experienced Trauma: A Workshop for Resource Parents: 8 Modules Culture & Trauma Toolkit for Educators Implementing and Sustaining Evidence Based Practices
12 Core Concepts for Understanding Traumatic Stress Responses in Children & Families
Brain Development Relationships Impact of Environment Effects of Trauma Challenging Behaviors Provide Emotional Support Cultural Considerations
General Child Welfare Foster & Adoptive Parents Educators
AHEC Connect: http://www.aheconnect.com/newahec/courses.asp
Various Trainings including: On-line, webinars, webcasts, podcasts Children & Domestic Violence Series: 5 Modules
Health Professionals General
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NC Division of Mental Health: http://www.ncdhhs.gov/mhddsas/providers/trainingandconferences/index.htm
Various Trainings including: NC Interventions NC SNAP Person-Centered/Recovery
Mental Health Providers General
NC State Collaborative for Children’s Mental Health: http://nccollaborative.org/
Online trainings include: System of Care Child and Family Teams
Agencies Families
NC AHECs: Greensboro :http://www.gahec.org/findevents.asp Northwest: http://northwestahec.wfubmc.edu/mura/www/#/ Charlotte: http://www.charlotteahec.org/ Wake: http://www.aheconnect.com/wake/ Eastern: http://easternahec.net/ Mountain: http://mahec.net/Other: http://www.ncahec.net/centers/
Ethics Intro to Motivational Interviewing Domestic Violence Cultural Competence School Mental Health Training Series Culturally Competent Care Evidence Based Practices
Centers for Disease Control and Prevention: http://www.cdc.gov/ace/index.htm
Podcast: http://www2c.cdc.gov/podcasts/player.asp?f=45042 43
ACE Study: Adverse Childhood Experiences and their Relationship to Disease
Impact of Environment Effect of Trauma
General
Georgetown Center for Early Childhood Mental Health Consultation
Early childhood mental health consultation: http://gucchd.georgetown.edu/67637.html
www.brightfutures.org
Recognizing and Addressing Trauma in Infants, Young Children and Their Families
Designed for early childhood mental health consultants, but module 6 contains general trauma information; contains useful information for admin., staff and families
Promoting Healthy Mental Development: Bright Futures Online Curriculum
7 Modules Trauma Referral ECMH Consultation (Head Start)
Parent & Family Assessment, Maternal Depression Screening, Parent Education
Head Start Childcare Providers ECMH Consultants
Parents, Educators, Health Professionals, Child Welfare, General
EarlyChildhoodSocial-EmotionalCompetencies
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TACSEI: Technical Assistance Center on Social Emotional Intervention for Young Children: http://www.challengingbehavior.org/
Integrating ECSE Development into Early Childhood Systems Pyramid Model
Includes On-line; handouts; issue briefs; on-line conversations
Brain Development Impact of environment Caregiver Relationship Attachment Challenging Behaviors
General Infant/Toddler
CSEFEL: Center on the Social and Emotional Foundations for Early Learning: http://csefel.vanderbilt.edu/
Training Modules: Infant Toddler & Preschool Pyramid Model Parent Modules Promoting Social Emotional Competence
Infant/Toddler Training Modules Pyramid Model
Infant/Toddler Childcare
http://www.helpguide.org/ Help Guide for Parents Parenting & Family Parents
Center on the Developing Child: Harvard University http://developingchild.harvard.edu/
Early Childhood Development: Videos, Lectures and Presentations
Relationship Attachment Brain Development Trauma
General
SAMHSA http://www.bblocks.samhsa.gov/search.aspx
Teaching tools, Lesson Plans Training Modules Preschool
Headstart providers Parents
California Training Institute http://www.ucsfchildcarehealth.org/html/pandr/top ics.htm
Teaching Tools Instructor’s Manual
Stages of Development Strategies (Teachers)
Preschool Providers Childcare Facilities
Zero to Three: http://www.zerotothree.org/ Podcast Series for Parents: 12 podcasts
Videos, Podcasts, Articles, Newsletters: General Information on: -Brain Development -Challenging Behavior -ECMH -Early Development -Health and Development -Play -Promoting Social Emotional Development -Temperament
Brain Development Challenging Behavior ECMH Early Development Health and Development Play Promoting Social Emotional Development Temperament
General Parents
Health Care Toolbox: Your Guide to Helping Children and Families Cope With Illness and Injury http://www.healthcaretoolbox.org/
-Pediatric Medical Traumatic Stress: video
Trauma Informed Care Information for Healthcare Professionals Includes Resources and Handouts for Parents
Trauma Traumatic Stress
Healthcare Professionals – Nurses/Physicians
Mental Health Professionals
California Training Institute http://www.ucsfchildcarehealth.org/html/pandr/topi cs.htm
Teaching tools Instructor’s Manual
Stages of Development Social and Emotional Development
Childcare Preschool Providers Parents
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DVDs Available for Checkout
DVD Trainer Elements Audience
Introduction to Motivational Interviewing 8/20/2012 Presentation
Mary McGinty – Alamance Department of Social Services, MINT Trainer
Basic tenets of Motivational Interviewing
DSS Staff
Trauma Informed Practice (Part 1) Kelly Sullivan and Donna Potter – Center for Child and Family Health, Duke University
Introduction to trauma with story of Tonier Cain
Mental Health Providers
Trauma Informed Practice (Part 2) Kelly Sullivan and Donna Potter – Center for Child and Family Health, Duke University
Effects of long term trauma on childhood
Mental Health Providers
Trauma Informed Practice (Part 3) Kelly Sullivan and Donna Potter – Center for Child Gathering information Mental Health
and Family Health, Duke University from caregivers about traumatic events in children
Providers
Trauma Informed Practice (Part 4) Kelly Sullivan and Donna Potter – Center for Child and Family Health, Duke University
The Invisible Suitcase Mental Health Providers
Social Emotional Development In Young Children 10/23/2010 Presentation
Kelly Sullivan and Donna Potter – Center for Child and Family Health, Duke University
Stages of Development Teaching Pro-social Skills
Child Care Providers General
The Traumatized Child 10/23/2010 Presentation
Kelly Sullivan and Donna Potter – Center for Child and Family Health, Duke University
Impact and Prevalence of Trauma Brain Development Risk/Protective Factors
Child Care Providers General
Attachment and Trauma: Impact on Children 11/18/2010 Presentation
Donna Potter - Center for Child and Family Health, Duke University
Attachment Trauma Brain Development Risk and Protective Factors
Foster/Adoptive Parents Child Welfare General
Trauma and Early Childhood: Effects of Traumatic Life Events on Young Children and Their Caregivers 8/4/2010 Presentation
Patricia Van Horn, PhD Infant Mental Health: Attachment and Regulation Trauma Resilience
Promoting Social Emotional Competence 22 minutes
The Center on the Social and Emotional Foundations for Early Learning
Early Childhood Educators Head Start Child Care Providers
EarlyChildhoodSocial-EmotionalCompetencies
23
Articles/Paper
Author Title Elements Audience Center on the Developing Child: Harvard University: http://developingchild.harvard.edu/
Numerous Articles/Working Papers including: Young children Develop in an Environment of
Relationships: Working Paper 1
Excessive Stress Disrupts the Architecture of the Developing Brain: Working Paper 3
Early Exposure to Toxic Substances Damages
Brain Architecture: Working Paper 4
Mental Health Problems in Early Childhood Can Impair Learning and Behavior for Life:
Caregiver Relationship Attachment Impact of Environment Challenging Behaviors Risk & Resilience Brain Development Effect of Trauma Toxic Stress
General Child Serving Agency Personnel
• The Timing and Quality of Early Experiences Combine to Shape Brain Architecture: Working Paper 5 Mental Health Begins in Early Childhood
National Child Traumatic Stress Network (NCTSN): http://learn.nctsn.org/
Understanding Child Traumatic Stress Early Childhood Trauma Birth Parents with Trauma Histories and the Child Welfare System Facts on Trauma and Homeless Children Age-Related Reactions to a Traumatic Event Psychological and Behavioral Impact of Trauma: Preschool Children
Psychological and Behavioral Impact of Trauma: Elementary School Students
Psychological and Behavioral Impact of Trauma: Middle School Students
Psychological and Behavioral Impact of Trauma: High School Students
Facts on Traumatic Stress and Children with Developmental Disabilities Helping Traumatized Children: Tips for Judges Service Systems Brief: Judges and Child Trauma
Psychological First Aid: Field Operations Guide, 2nd Edition
Psychological First Aid Field Operations Guide for Community/Religious Professions
Traumatic Stress General Child-Serving Agency Personnel Court Personnel Faith Community
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Zero to Three http://www.zerotothree.org/
*Numerous articles for Professionals and Caregivers/Resources and Handouts for Parents
Helping Babies from the Bench: Using the Science of Early Childhood Development in Court (DVD)
General Child Serving Agency Personnel Court Personnel Parents
The Child Trauma Academy: http://childtrauma.org/
*Numerous articles for Professionals and Caregivers
Health Professionals Caregivers General
Health Care Toolbox: Your Guide to Helping Children and Families Cope With Illness and Injury http://www.healthcaretoolbox.org/
Trauma-Informed Healthcare Settings HealthCare Professionals
CSEFEL: Center on the Social and Emotional Practical Strategies for Teachers/Caregivers Educators
Foundations for Early Learning: http://csefel.vanderbilt.edu/resources/strategies. html
Childcare Providers
ACE Study: Adverse Childhood Experiences and their Relationship to Disease http://acestudy.org/index.html
http://acestudy.org/index.html_Germany1-02_c_Graphs.pdf
Long term effects of adverse childhood experiences
Traumatic Stress General
Bright Futures at Georgetown University http://www.brightfutures.org/onlinematerials.ht ml
http://brightfutures.aap.org/pdfs/Guidelines_PD F/4-Promoting_Mental_Health.pdf
Bright Futures in Practice Series What to Expect and When to Seek Help: Developmental Tools for Families and Providers
Promoting Mental Health
Head Start http://www.headstartresourcecenter.org/assets/fi les/HS%20Bulletin%20- %20Mental%20Health%20508.pdf
Head Start Bulletin #80: Mental Health Attachment Meaning of Behavior Social-Emotional
Development Trauma Risk & Resilience Collaborative Approach to
Mental Health
Head Start General
EarlyChildhoodSocial-EmotionalCompetencies
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American Academy of Pediatrics www.aap.org http://pediatrics.aappublications.org/content/129 /1/e232.full.pdf+html
http://www.healthychildren.org/English/healthy- living/emotional-wellness/Pages/Sound-Advice- on-Mental-Health.aspx
The Lifelong Effects of Early Childhood Adversity and Toxic Stress
Sound Advice on Mental Health: A collection of
interviews with pediatricians on children’s mental health
Trauma
Child Development
General Health Care Professionals
Other Relevant Resources
Website Title Description https://www.nap.edu/catalog/21786/professional-learning-for-the-care-and-education-workforce
Professional Learning for the Care and Education Workforce
A by-product of Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation
http://nap.edu/19401 Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation
Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success; Board on Children, Youth, and Families; Institute of Medicine; National Research Council
http://www.nap.edu/catalog.php?record_id=13238 The Early Childhood Care and Education Workforce: Challenges and Opportunities: A Workshop Report
http://www.acf.hhs.gov/ecd/early-childhood-career-pathways
Series of Briefs on the Early Childhood Workforce: Pathways to Progress Source: National Center on Early Childhood Development, Teaching, and Learning - September 2016
The briefs were developed to inform early childhood programs, states, higher education entities, and other interested stakeholders about strengthening the support they offer the early childhood workforce.
http://modules.nceln.fpg.unc.edu/foundations/module-intro NC Early Learning Network Foundations train-the-trainer modules on Emotional-Social skills
http://www.ectacenter.org/ Early Childhood Technical Assistance Center
The Office of Special Education Programs (OSEP) is providing funding for the Early Childhood Technical Assistance Center (ECTA) to remove older items
EarlyChildhoodSocial-EmotionalCompetencies
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that are ineffective and/or not being used, making their list of resources more useful, and creating more resources
https://eclkc.ohs.acf.hhs.gov/hslc The Early Childhood Learning & Knowledge Center
Part of the Office of the Administration for Children and Families, is also a warehouse for EC resources
http://scriptnc.fpg.unc.edu/about-us http://scriptnc.fpg.unc.edu/ http://scriptnc.fpg.unc.edu/sites/scriptnc.fpg.unc.edu/ files/resources/SCRIPT-NC%20Fact%20Sheet.pdf
Script NC FPG is working with various community college Early Childcare and Education departments to improve the training students receive, and assessing their course content and ensuring it contains evidence-based best practices for inclusion, examining syllabi, and providing hands-on technical assistance
http://nirn.fpg.unc.edu Practice of Implementation Science Lessons from the Transformation Zone: Systems Change frameworks and Implementation Science frameworks
www.zerotothree.org/CriticalCompetencies ZERO TO THREE Critical Competencies for Infant-Toddler Educators™
Workforce Innovations services and professional development opportunities
http://www.childcareservices.org/ 2015 Working in Child Care in NC Child Care Services Association https://gallery.mailchimp.com/d189b33155767ca619f6e1d46/ files/statewide_factsheet_2015.pdf?mc_cid=9620c7e709&mc_eid=90be333738
The Early Care and Education Workforce in North Carolina 2015 Statewide Fact Sheet for Early Care and Education Centers
All NC data are based on the 2015 statewide workforce survey conducted by Child Care Services Association and funded by the Division of Child Development with a Race to the Top Early Learning Challenge grant
https://www.ncchildcarecoalition.org/ NC Child Care Coalition www.ncicdp.org NC Institute for Child Development
Professionals
EarlyChildhoodSocial-EmotionalCompetencies
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A. Parenting,Caregiving,FamilyFunctioningandParent-ChildRelationships Date HoursCourseTitleorOtherActivity:
B. ChildDevelopment: Infant,ToddlerandPreschoolAgeChildren Date HoursCourseTitleorOtherActivity:
C. BiologicalandPsychosocialFactorsImpactingOutcomes Date HoursCourseTitleorOtherActivity:
D.RiskandResilience Date HoursCourseTitleorOtherActivity:
E. Observation,ScreeningandAssessment Date HoursCourseTitleorOtherActivity:
F. DiagnosisandIntervention Date HoursCourseTitleorOtherActivity:
StaffDevelopmentSkillBuildingPlan
EmployeeNameJobTitle Employee’sCoreProviderCategory:
AgencyNameSupervisorName
PlanPeriod:From//_ _to//_ KnowledgeDomain
EarlyChildhoodSocial-EmotionalCompetencies
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G.Interdisciplinary/MultidisciplinaryCollaboration
G.Interdisciplinary/MultidisciplinaryCollaboration Date HoursCourseTitleorOtherActivity:
H. Ethics Date HoursCourseTitleorOtherActivity:
Other Date Hours