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The Efficacy Of Mental Health Consultants With Child Development Backgrounds On Early Childhood Education Teachers' Stress And Competence
Roberts, Melanie Kristen
Ritblatt, ShulamitGarrity, SarahPotter, Nina
The use of Mental Health Consultants in the early childhood education field is relatively new, and varies widely in approach and model. Research has been conducted on early childhood education programs and the models of mental health consultation used. Some programs use Mental Health Consultants (MHCs) as a preventative measure to decrease expulsion and behavioral problems, while other programs rely on MHCs to be more of a remedial measure, after problem behaviors have occurred. In addition to differing models and approaches, programs may choose the qualifications of their MHCs based on diverse attributes. Although a licensure must be held, MHCs will differ in personal attributes, experience, schooling, and theoretical approach. Having a child development background is not always a requirement of Mental Health Consultants working with preschoolers, despite the population they are serving. This study aimed to examine the impact that an early childhood education background of Mental Health Consultants has on staff and child outcomes. Inferential and descriptive statistics were used to test the following hypotheses: First, teachers who work with Mental Health Consultants with an Early Childhood Education background will be more effective in terms of (a) teacher self-efficacy in handling challenging behaviors, (b) having lower self-perceived stress and classroom demands. Secondly, children who have been observed by a MHC with a child development background will offer a higher frequency of interventions and suggestions for the classroom support.
Child and Family Development
Master of Science (M.S.) San Diego State University, 2014
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