Transcript Child Care Expulsion Prevention (CCEP) Mary Mackrain, M.Ed- Statewide CCEP TA and

Child Care Expulsion Prevention
(CCEP)
Mary Mackrain, M.Ed- Statewide CCEP TA and
Training Consultant
Overview of the Michigan Initiative
A Day in the Life of a Child in
Michigan
Source:
Children’s Defense Fund, The State of America’s Children Yearbook
2002
•Every 26 minutes…a child is born into poverty
•Every 21 minutes…a child is abused or neglected
•Every 8 hours…a child dies before their 1st birthday
•Every 3 days…a child or teen is killed by gunfire
How Are Our Children Being Affected?
•
One fourth to one third perceived as not being ready
for school with concerns centering around emotional
development
•
Preschool children being “expelled” from early
childhood settings
•
Some are showing “scars” stemming from serious
family problems
•
Others show signs of serious emotional difficulties
•
Pediatricians are prescribing psychotropic drugs for
very young children with behavioral problems
(From the National Center for Children in Poverty article by Raver & Knitzer)
Social and Emotional Competence and School
Readiness
Young children who act in anti-social ways are provided
with less instruction and less positive feedback, they tend
to like school less, learn less and attend less
These children are at greater risk of dropping out and
engaging in delinquent acts
Across studies, the social and emotional competence of
young children predicts their academic performance in 1st
grade, OVER and above their cognitive skills and family
background!
(From the National Center for Children in Poverty article by Raver & Knitzer)
Interventions that Work
For preschoolers at higher risk, research supports
the use of interventions that target both parents
and providers
Early findings from one on-site mental health
consultation national demonstration indicate
consistent cross-site effects of improved parenting
and better child outcomes.
When surveying caregivers across the
country, what was the number one issue
that they complained about?
CHALLENGING BEHAVIORS!
What Exactly is Child Care Expulsion
Prevention?
A Collaborative Effort
Funded by
The Department of Human Services, public
assistance, child and family welfare agency
Administered by
The Department of Community Health
Early Childhood Mental Health
Consultation Model
(Cohen and Kaufman, 2000)
The mental health perspective emphasizes:
•Prevention of mental health disorders and
fostering social and emotional well-being in all
children
•Identifying and helping children at risk
•Recognizing that some children have serious
challenges requiring more intensive services
•Viewing parents, teachers and child care staff
as collaborative partners.
The Cornerstones
•Programmatic and child/family centered
consultation
•Skilled consultants
•Reflective Consultation
•Technical Assistance
•Evidence-based practice
•Collaboration
Our Goal
“To support families and child care providers
in successfully nurturing the social and
emotional development of infants, toddlers
and young children (0-5) who are in early
care settings.”
What does it do?
An early childhood mental health consultant
builds a relationship designed to improve
the ability of parents, staff, programs
and systems to
prevent, identify, treat, and reduce the
impact of social and emotional problems
among children in licensed child care
settings, from birth to age five.
The key to quality service throughout the state
All children deserve safe, stable, caring and
nurturing environments
Children exhibiting challenging behavior are
trying to communicate
Building healthy relationships among children,
families providers and other early childhood
professionals is core to building emotional/social
competence
All children deserve to benefit from early
childhood mental health consultation
Families and providers are active partners in all
service provision
 Services should be strength-based, developmentally
appropriate and culturally competent
Consultants should strive to understand and respect the
uniqueness of the values, beliefs and practices of others
Consultants should assist others to view children’s behavior
within the ecological model, utilizing a reflective approach
CCEP is part of building resilience,
not just managing symptoms.
How do the projects work?
These are pro-active & voluntary projects. A
request for child or programmatic consultation may
occur from parents or providers. Both the parent and
the childcare provider/teacher must agree to
participate in child centered consultation.
Once a referral is signed, a consultant will contact
the parent and/or provider to set up a time to
observe in the preschool/childcare setting and the
home if applicable.
Following the observation, a meeting is then set up
with the parent and/ or the provider to discuss and
develop a plan of action.
Services Available
 On site observations
 Home visits for parents
 Consultation for childcare providers
 Parent-Provider conferences
 Developmental Screening
 Coordination of services and linkages to
community resources
 Training for childcare providers and families
 Parenting support groups
When Should You Refer?
“It is much easier to build a child
than it is to repair and adult.”
If infants…
• Do not want to be held
• Can not be comforted
• Rarely look at caregivers
• Are difficult to engage
• Rarely coos, babbles or smiles
Adapted from the S/E Development Wheel, MIAIMH, 2004
If Toddlers…
• Are very fearful or irritable
• Show little preference for parent/caregiver
• Can’t express feelings
• Are unsmiling or withdrawn
• Have extreme temper tantrums
• Lack curiousity or enthusiasm
Adapted from the S/E Development Wheel, MIAIMH, 2004
If Caregivers….
• Are concerned about a child’s behavior
• Are experiencing challenges with
relationships
• Are concerned about the emotional
environment of the care setting
• Want to strengthen partnerships with
parents
If You or Someone That You
Know…..
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Have unrealistic expectations of children
See this role as temporary, not invested
Feel a lack of respect for their profession
Feel unimportant
Are overwhelmed with personal problems
Seem depressed
Has difficulty with communication skills
Has too many demands
Just wants Support!
What is Happening Now?
Currently, there are 12 CCEP projects across the state,
serving 27 counties that operate as a collaborative
effort of the Michigan 4C Association and the MI. Dept.
of Community Health through funds from the Family
CCEP PROJECT SITES
Independence Agency.
9/04/2004
The Child Care Expulsion Prevention Initiative, funded by FIA and administered by the Department of
Community Health, is an early childhood mental health consultation project serving child care providers,
children birth through five years and their families.
Ontonagon
Baraga
Marquette
Luce
Alger
Iron
Chippewa
Schoolcraft
Mackinac
Dickinson
Delta
Emmet Cheboygan
Menominee
Presque Isle
Charlevoix
Otsego Montmorency Alpena
Antrim
Leelanau
Kalkaska
Crawford
Oscoda
Alcona
Ogemaw
Iosco
Benzie
Wexford
Roscommon
Manistee
Mason
Oceana
Lake
Newaygo
Osceola
Clare
Gladwin
Mecosta
Isabella
Midland
Arenac
Huron
Bay
Tuscola
Montcalm
Gratiot
Sanilac
Saginaw
Muskegon
Kent
Lapeer
Genesee
Ottawa
Clinton
Ionia
St. Clair
SHIAWASSEE
Oakland
Allegan
Child Care Expulsion Prevention
(CCEP) projects funded by FIA
Van Buren
Barry
Eaton
Ingham
Kalamazoo
Calhoun
JACKSON
Macomb
Livingston
Washtenaw
Detroit
Wayne
Indicates newly funded CCEP
projects for fiscal year 2004-2005
Cass
St. Joseph
Branch
Hillsdale
Lenawee
Monroe
Wayne County has
three CCEP Projects
Are We Making an Impact?
All results that follow are adapted from the
2003-2004 End of year Quarterly Report
(Adapted from the CCEP end of year 2003-2004 Quarterly Report)
Number of Children Served
551Directly
7,646 Indirectly
Types of Settings Served
Number of children
250
200
206
Center-based
150
Family Home
100
Group Home
50
0
Relative Aide
26 21
11
2
Type of care setting
In-Home Aide
Reasons Children Are Referred for
Services
20.6%
23.3%
10.5%
8.1%
9.5%
28.0%
Aggression
Sensory
Regulatory
Developmental
Physical
Externalizing/NOS
Strategies Used
87
45
20
12
73
43
Referral
Direct Service
Phone consultation
Resources
Training
Reports/written plans
Ages of Children Served
9%
1%
7%
Less than one year
21%
One year
Tw o years
Three years
34%
Four years
28%
Five years
Status of Child Care
Placement
Expelled
7%
11%
7%1%
Expelled-new center
13%
New center-parent
choice
In same center
Graduated
61%
Other
Consultations provided to
child care settings
YTD 3,401
Consultations provided to
parents
YTD 2,111
(Adapted from the CCEP end of year 2003-2004 Quarterly Report)
Training
118 trainings held
2,563 child care providers
Examples of Training
Topics
•Attachment sensitive practice in
adoption and foster care
•Working effectively with violent and
aggressive states
•Understanding grief and loss in early
childhood
•Adult relationship building
•Social and emotional development 0-5
Examples of Strategies
Used
•Social and emotional programs (DECA)
•Environmental tools (ITERS)
•On-going workshops to support the mental
health of staff
•Relationship based practice (listening,
consistency and empathy!)
•Parent groups
Technical Assistance
Includes:
On-site consultation
Resource development
Training
Development and outreach
Technical Assistance
18 trainings held
903 professionals
219 consultations to
new and existing sites
Our Belief
Early intervention is the key to helping
children succeed in school. By
enhancing the early care and learning
experience, young children with
behavioral difficulties are supported,
their social & emotional competency is
enhanced, and they are better
prepared for school.
Helpful Resources
Information for this presentation was a collective
adaptation of material from the following Michigan
resources:
Social and Emotional Development in Young Children,
A Guide developed by the Michigan Department of
Community Health can be downloaded at:
http://www.michigan.gov/documents/Social_Emotional_Devel
opment_in_Young_Children_Guide_88553_7.pdf
Social and Emotional Developmental Wheel
The developmental wheel can be ordered for $1.00 plus
shipping and handling by contacting Deborah Kahraman at :
Michigan Association for Infant Mental Health,
13101 Allen Road, Southgate, MI 48195 Phone : 734-7857700, ext. 7194, Fax: 734-287-1680 [email protected]
Social Emotional Health and
School Readiness
“What, how, and how much a child learns in
school will depend in large part on the social
emotional competence they have developed
as preschoolers… Children who do not begin
kindergarten socially and emotionally competent
are often not successful in the early years of
school and can be plagued by behavioral,
emotional, academic and social development
problems that follow them into adulthood”
(Peth-Pierce, 2000).
For more information about
Michigan’s CCEP Initiative or to
receive TA consultation, please
contact:
Mary Mackrain, M.Ed
Statewide CCEP TA Consultant
248/594-3250
[email protected]