Evidence-Based Parenting Interventions to Promote Secure Attachment
relationship-based approach when providing early intervention services. .. “ How the therapist conveys specialized knowledge may well determine whether or. "All learning takes place in the context of relationships and is critically A relationship-based model for early intervention services reflects the current initiative to. The reality is that the field of early intervention is a relationship-based discipline. Without a The family-centered approach is based on the belief that most parents of children .. and other specialists are described in the following sections.
Consultation to administrators and teachers regarding program needs. Consultation to parents who have concerns regarding their child. Case management services to families identified as having need. Direct Services which include individual, family and group therapy.
In addition to the services mentioned above, school-based consultation services include the following: Parent Support Group and Trainings offered on specific topics requested by sites. Teacher Trainings on mental health topics requested by sites.
Mental Health Collaborative Meetings: Early Intervention Program mental health consultations, trainings, and other activities are coordinated through the schools and community organizations with which they work. For more information, please refer to Program Services information for Early Intervention. Weaving a Community Tapestry Lydia was a 4th grade girl whose family immigrated from Mexico. Her teachers became concerned when Lydia became selectively mute at school and socially isolated.
The school had a contract with Instituto, so they asked the Early Intervention Program to conduct a home visit to try to learn a little about Lydia from family.
Her family struggled financially. They lived in substandard housing in a poor area of the city, and shared housing with others they didn't know in order to afford the rent. The family rarely got to see or spend time with the father. The family had 4 small children besides Lydia who her mother cared for full time.
The purpose of this paper is a to highlight research emphasizing the critical role of adult—child relationships as the foundation of mental health and a buffer to negative experiences and toxic stress; b to describe a training model Early Childhood Social Emotional and Behavior Regulation Intervention Specialist, EC-SEBRIS, programa preventive approach to early childhood mental health that prepares the workforce to provide relational, sensitive care to young children ages 0—5; and c to provide outcome data indicating the effects of the training on the early childhood professionals participating in the year-long program and the children they served.
This biodevelopmental approach [ 26 ] recognizes the link between emotion, the brain, and the body, and highlights the importance of positive interactions and stable relationships in meeting the specific developmental needs of the young child [ 2728293031 ]. Poor quality of care in early years is a major contributor to toxic stress [ 32 ].
Evidence-Based Parenting Interventions to Promote Secure Attachment
Continuous elevated levels of the stress hormone, cortisol, have permanent negative changes on the brain [ 33 ]. A critical piece of the puzzle in providing high quality relationships lies with the early childhood teachers with whom many children spend a majority of their time.
It takes one caring adult who has a positive relationship with a child to protect the child, especially those children who experience multiple risks and stressors [ 36 ].
These positive out-of-home relationships can change the attachment internal working models developed by the children with their parents and buffer them from the risks of adverse caregiving received in the home [ 37 ].
Early Intervention and School-Based Program
Multiple studies have been conducted on teacher—child relationships and the results point to the overwhelmingly positive and lasting effects of close teacher—child relationships on children emotionally, socially, and academically [ 3839404142434445 ]. For example, positive sensitive teacher—child relationships appear to decrease behavioral challenges and the negative effects for children at risk for externalizing and internalizing problems [ 3846 ]. It is important to understand that the stress, burnout, and frustration early childhood educators feel in their jobs affect their relationships with the children in their care and the environments they create for the children.
Educators who experience a high level of stress are less likely to engage in warm, responsive caregiving and experience more negative behaviors in the classroom [ 5152 ]. Early childhood professionals point out that dealing with challenging behaviors is their number one stressor, and teachers also report feeling unprepared to support emotion and behavior regulation and that they experience a high level of frustration and helplessness on a daily basis.
What is Early Childhood Intervention (ECI)?
Furthermore, more frequent consultations are associated with lower turnover of teachers, improved effectiveness of teachers, and an enhanced program quality [ 535758 ]. Research further indicates that, when mental health consultants are housed within the early childhood education programs, they are found to be more effective in their work with children and teachers [ 59606162 ].
In addition to mental health consultation, it is recommended that reflective practice is included in educational programs and trainings for caregivers and early childhood educators [ 63 ].Early Intervention: A Routines-Based Approach - Part 1:Traditional vs Routines
The research presented above shows that early experiences have long-lasting effects on the developmental trajectory of the child and their mental health, and that nurturing, sensitive, and responsive relationships between adults and young children are critical in ensuring the provision of high-quality care [ 22 ].
Prevention and early intervention is needed particularly for young children who experience adversity and toxic stress [ 22 ], and quality early childhood care and education can serve as a buffer and promote healthy mental development in young children.
Specifically, professional training that focuses on emotional and behavior regulation support is essential for early childhood professionals working with young children [ 68 ]. The following section describes an innovative, cutting-edge training program designed to prepare a workforce of early childhood professionals to provide sensitive relational care and to address early mental health problems with behavior and emotional regulation.
The EC-SEBRIS was designed to help teachers and early childhood professionals develop the skills and competencies needed to address challenging behaviors in their classrooms or at homes, so that they can meet the critical social-emotional and behavioral needs of young children. Therefore, the purpose of the EC-SEBRIS Certificate Program is to establish a recognition and response model to meet the needs of increasing numbers of young children who attend childcare programs and have social-emotional and behavioral challenges and to help early childhood professionals be more self-aware and emotionally available to provide the children under their care with sensitive, warm, and responsive positive interactions.
The first level—Promotion Tier I —a prevention approach that targets children who are at risk of poor developmental outcomes, including early identification using screenings and improving the quality of child care ages 0—5 that encourages brain development, learning, and emotional well-being of all young children.
The second level—Preventive Intervention Tier 2 —targets children who already exhibit emotional and behavioral problems and provides them and their families with highly specialized levels of service that mitigate the effects of risk and stress and address potential early relationship challenges or vulnerabilities that affect early development.