Transcript Document

Supporting Social Emotional
Competence in Infants and
Young Children
Linda Brault, MA & Laura Fish, LMFT
Working Together for Inclusion & Belonging
WestEd Center for Child & Family Studies
Center on the Social and
Emotional Foundations for
Early Learning
∆ National Center
Vanderbilt University
University of Illinois
University of South Florida
University of Colorado at Denver and
Health Sciences Center
• Georgetown University Center for Child
and Human Development
National CSEFEL
∆ National Center focused on promoting the
social emotional development and school
readiness of young children birth to age 5.
∆ Jointly funded by the Office of Head Start and
the Child Care Bureau, under the auspices of
the Administration on Children, Youth
and Families at the U.S. Department
of Health and Human Services.
Partner Project: TACSEI
∆ TACSEI (Technical Assistance Center on Social
Emotional Intervention for Young Children) is a
partner National Center focused on sharing
practices that improve the social-emotional
outcomes for young children with, or at risk
for, delays or disabilities
∆ Funded by the US Department of Education,
Office of Special Education Programs
Material on Websites
Center on the Social & Emotional
Foundations for Early Learning
Technical Assistance Center on
Social Emotional Intervention
for Young Children (TACSEI)
California CSEFEL
∆ Working to build
capacity within
∆ Collaborative
Leadership Team
at the state level
California’s CSEFEL:
Collaborative on Supporting Early Childhood Social-Emotional
Foundations in Early Learning
Map to Inclusive Child Care
Team Co-Leaders
California Department of Education
(CDE) Child Development Division
California Early Childhood
Comprehensive System, Maternal,
Child, Adolescent, Health
CDE. Special Education Division,
Assessment, Evaluation & Support
Department of Developmental Services,
Early Start State Services,
Interagency Coordinating Council
Center for Excellence in Child Development,
The Center for Human Services
UCD Extension
First 5 California
Sacramento Co. Office of Ed.
SEEDS Project
California Department
of Mental Health
Center for Prevention & Early Intervention
Head Start Collaboration Office
California Child Care
Resource & Referral Network
California Head Start
Center for Child & Family Studies
Children & Family Services Division,
California Department of Social Services
Child Care Licensing Division,
California Department of Social Services
Child Development & FKCE
California Community Colleges
Head Start State-Based Training &
Technical Assistance Office for CA
Promoting Social Emotional Development
and Addressing Challenging Behavior:
Program Wide Implementation
of the CSEFEL Approach
Working Together for
Inclusion & Belonging
Designed for Sustainability
• Leadership Team
 Administrators, teachers, those that support the
development of behavior support plans
- including mental health partners, school psychologists, disability
specialists, educational coordinators, special education partners
 Meet regularly to guide training, coaching and
• Training of three modules
 Four full days of training, spread out over 6-8 months
 Include entire classroom teams, administrators, specialists
• Coaching/Technical Assistance
 Classroom and site-based support following each training
 Work with internal coaches and leadership team
Varied Settings Involved
• Program-wide training happening across California
• Settings include Head Start/Early Head Start, school
district programs, private child care settings
 All groups being trained include children who are
learning English
 Many staff in the programs are bilingual with English as
their second language
 Along with Spanish and Chinese, there are a wide number
of other languages spoken
• Inclusive Settings
 Many programs enroll children with disabilities or other
special needs
 The settings include children who are involved in child
Families are Central
∆ Throughout the material,
families are included
∆ “Positive Solutions for
Families” is a set of
materials to use with
families of young children
∆ There are six total sessions
that can be done in two
series of three
∆ The materials are in English
and Spanish
Three Levels of Need
Group Intervention & Support
All Children
Universal Interventions
Teaching Pyramid
Children with
persistent challenges
Positive Behavior Support
Children at-risk
All children
Social Skills Curricula
High Quality
Supportive Environments
Nurturing and Responsive
Effective Work Force
High quality
Early Education
CSEFEL Pyramid Model:
Promoting Social Emotional Competence in Infants &Young Children
Module 1: Promoting Children’s
Success: Building Relationships and
Creating Supportive Environments
Topics included in this module:
 Building positive relationships with children and
 Designing environments, schedules, and routines
 Establishing expectations
 Implementing activities that promote child engagement
 Modifying and adapting materials and activities to meet
the individual needs of all children, including
those with disabilities
 Providing encouragement, acknowledgement,
and descriptive praise to children
Module 2: Social Emotional
Teaching Strategies
Topics included in this module:
Identifying teachable moments
Facilitating the development of friendship skills
Teaching problem solving
Teaching children to recognize and express
emotions (emotional literacy)
 Teaching children to understand and
manage strong emotions such as anger
Module 3A & B: Individualized
Intensive Intervention
Topics included in this module:
 Identifying the function of challenging behavior
 Identifying behaviors and social skills to target
for intervention
 Developing a plan for supporting socialemotional development and preventing
challenging behavior
 Using a team approach to addressing
challenging behavior and
social-emotional needs
Expanding the Age Range
CSEFEL began for ages 2 years to 5 years
When the age group was extended to birth, Zero to
Three and Georgetown were added as partners
Materials do include 2 year olds
The Infant/Toddler Modules are in their first iteration
(Preschool is in its third)
Several examples include home visitors
Input recently gathered for the first revision of the
Infant/Toddler modules
Revised modules will be posted on the National
CSEFEL website
Infant/Toddler Modules
 The Infant-Toddler Modules have a clear link to InfantFamily Mental Health practices
 Much of the focus is on understanding and selfawareness using reflections, self-assessment, and
dialogue about vignettes in small groups
 Module 1 is only one level, relationships
 Module 2 is about routines, environments, and
strategies to support social emotional development
 Module 3 looks at the meaning of behavior
and appropriate responses
 Module 3 addresses maternal depression as well
Module 4: Leadership Strategies
for an Effective Work Force
Topics included in this module:
 Identifying challenges and barriers to implementing
effective practices
 Identifying strategies for addressing barriers and
 Developing program policies and staff development
plans that promote the use of effective practices
 Identifying steps to collaborative planning for programs
and systems that support all young children’s
social-emotional development and addressing
challenging behaviors as needed
Supporting Mental Health
∆ Health and mental well-being are linked
– Recognizing and experiencing emotions as
part of typical development
– Reducing stress in children through teaching
of social-emotional skills
∆ Reducing stress in teachers and parents
– Promotes greater understanding of
typical development and needs
– Reframes approach to teaching
instead of shame, blame, and punishing
Three Pronged Approach
Group Intervention & Support
All Children
Universal Interventions
∆ The Pyramid Model
provides a framework
for delivery of mental
health consultation
– Prevention
– Promotion
– Intervention
The Parallel Process
∆ Throughout the training, participants are
reminded about the parallel process and
encouraged to reflect on their own
emotional experiences
∆ In many instances, there are staff to staff
issues that surface during the training and
coaching process
∆ It is helpful for the ECMH consultant
to be a part of the approach throughout
Typical Outcomes
∆ Improved staff satisfaction/ Decreased turnover
∆ Increase in overall program quality
∆ Clearly articulated and implemented policies
and procedures
∆ More intentional teaching and purposeful in
supporting children’s emotional development
∆ Elimination of “time-out” as primary strategy
∆ Less reliance on “outside” experts
∆ Stronger collaboration with mental
health providers
Including ECMH Consultants
∆ ECMH consultants are included in all
components of the training, leadership
team, and coaching
∆ As they attend the training with staff this
provides an opportunity to deepen their
understanding of child care settings and
issues that are impacting staff
∆ Consultants can support children and
staff during prevention & promotion,
rather than focus on treatment alone
Shifting the Focus
South East Kansas Community Action Project Head Start
Percent of Budget
Mental Health Allocation
prior to PBS
With PBS
Supporting ECMH Consultation
∆ Materials and training tools give ECMH
consultant evidenced-based strategies for
use with programs
∆ Classroom assessment tool for evaluation
of implementation
– Teaching Pyramid Observation Tool (TPOT)
– Teaching Pyramid Infant Toddler
Observation Scale (TPITOS)
∆ Shared language and understanding
Articles for More Info
∆ Southeast Kansas Community Action Program
Program-Wide Positive Behavior Support (Kansas Data)
∆ California Articles
National Initiative Collaborates with California in
The Special Edge, Winter/Spring 2010, Vol.23,
CA CSEFEL: California’s Collaborative on the Social
and Emotional Foundations for Early Learning
Information Available
∆ Map website:
– California Materials
∆ National Materials
– National CSEFEL (Head Start/Child Care)
– TACSEI (OSEP Funded)
Thank You!
For more information:
Linda Brault ~ [email protected]
Laura Fish ~ [email protected]
Working Together for Inclusion & Belonging