Synopses & Reviews
Social-emotional health is one of the most critical factors in a child's development and school readiness—a factor that depends on weaving effective mental health services into other systems and programs that support young children.
With this groundbreaking guide to systems development, professionals will discover how to improve young children's outcomes by building sturdy bridges between mental health and medical, educational, and social services.
Combining the research and guidance of more than two dozen leading experts in early childhood and mental health, this book helps practitioners
- make the most of the powerful, complex link between social-emotional health and school readiness
- infuse mental health services and supports into pediatric primary care settings, child care centers, early intervention programs, and preschool classrooms
- understand and implement the nuts and bolts of successful, integrated service systems, from strategic planning to workforce development
- evaluate the effectiveness of early childhood mental health services and supports
- learn valuable lessons from the most successful state and local programs
- implement effective, evidence-based prevention and intervention strategies for children at risk for social-emotional and behavior problems
- encourage resilience in young children and families
Brief, vivid stories throughout the book illustrate how mental health services help children and families at risk, and two extended real-life case studies give readers an inside look at effective early childhood mental health systems, including structure, financing, and outcomes evaluation.
With this comprehensive, research-based book, practitioners and policy makers will learn how to make mental health services and supports an integral part of every early childhood setting—and ensure better social-emotional and academic outcomes for all young children.
Learn more about the Systems of Care for Children's Mental Health series.
This book describes a framework for promoting healthy social-emotional development in young children in the context of their families and communities, with a particular emphasis on school readiness. The seventh in the Systems of Care for Childrens Mental Health series, the text fills the gap between what we know about how social and emotional problems develop in young children and how to plan and develop systems and services that will promote mental health in young children. The book describes what the research says about social emotional development in young children and its relationship to school success, highlights the best state and local prevention and early intervention strategies that have helped children and families, and provides ideas and guidelines for program designers and policy makers about how to create systems of care. The editors present a framework for systems development and define early childhood mental health, including the importance of early relationships and culture, and describe how to infuse mental services into different settings, such as primary healthcare, infant-toddler settings, and preschool.
This groundbreaking guide to systems development helps professionals improve young children's social?emotional outcomes by building sturdy bridges between mental health and medical, educational, and social services. A comprehensive, research?based boo
About the Author
Paul J. Donahue, Ph.D., is the Director of Early Childhood Consultation at The Center for Preventive Psychiatry in White Plains, New York. He has written and lectured widely on the impact of trauma on children and the assessment and treatment of young children and their parents. Dr. Donahue has been active in designing mental health services for Head Start and has served on a national committee charged with rewriting the federal definition of mental health in childhood. Dr. Donahue is in private practice in Scarsdale, New York.
Glen Dunlap, Ph.D., Research Professor, Division of Applied Research and Educational Support (DARES), Department of Child and Family Studies, Florida Mental Health Institute, University of South Florida, Tampa, Florida 33612-3899
Dr. Dunlap is a research professor at the University of South Florida, where he works on several research, training, and demonstration projects in the areas of positive behavior support, child protection, early intervention, developmental disabilities, and family support. He has been involved with individuals with disabilities for more than 35 years and has served as a teacher, administrator, researcher, and university faculty member. Dr. Dunlap has directed numerous research and training projects and has been awarded dozens of federal and state grants to pursue this work. He has authored more than 185 articles and book chapters, coedited four books, and served on 15 editorial boards. Dr. Dunlap was a founding editor of the Journal of Positive Behavior Interventions and is the current editor of Topics in Early Childhood Special Education. He moved to Reno, Nevada, in 2005, where he continues to work on research and training projects as a member of the faculty at the University of South Florida.
Beth Falk, Ph.D., is a school psychologist in the Byram Hills School District in Armonk, New York. Dr. Falk began her career as a special education teacher in New York City. As a school psychologist, she continues to promote effective partnerships among families, educators, and mental health professionals. While on the staff of The Center for Preventive Psychiatry, Dr. Falk provided consultation to local Head Start centers and clinical services to children and families affected by human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS). Dr. Falk is in private practice in Mount Kisco, New York.
Dr. Lise Fox is a professor in the Department of Child and Family Studies of the University of South Florida in Tampa, Florida and the Co-Director of Florida Center for Inclusive Communities: A University Center for Excellence in Developmental Disabilities (www.flcic.org ). Lise was the Principal Investigator of the Technical Assistance Center for Social Emotional Intervention (www.challengingbehavior.org) funded by the Office of Special Education Programs. Dr. Fox is engaged in research and training efforts related to the implementation of the Pyramid Model in early education and care classrooms, program-wide models of implementation, and positive behavior support. She received the Mary E. McEvoy Service to the Field Award from the Division for Early Childhood.
Mareasa R. Isaacs, Ph.D., is Coordinator of the Urban Mental Health Initiative at The Annie E. Casey Foundation in Baltimore, MD.
Roxane Kaufman is Director of Early Childhood Policy at Georgetown University Center for Child and Human Development in Washington, DC.
Since joining the faculty at Georgetown University in the early 1980s, Ms. Kaufmann has been a strong advocate for the development of integrated services, supports, and systems for young children and their families. As part of the National Technical Assistance Center for Childrenâ€™s Mental Health, she plays a leadership role in supporting the work of states and communities in developing early childhood mental health systems of care through the facilitation of strategi
Table of Contents
Editorial Advisory Board About the Editors
About the Contributors Foreword: Jack P. Shonkoff
AcknowledgmentsI. Understanding Early Childhood Mental Health in the Context of Child Development
II. Building Systems of Care for Young Children and Families
- Building Bridges: Linking Services, Strategies, and Systems for Young Children and Their Families
Deborah F. Perry, Roxane K. Kaufmann, and Jane Knitzer
- The Social and Emotional Foundations of School Readiness
Ross A. Thompson and H. Abigail Raikes
- Early Childhood Mental Health: A Focus on Culture and Context
Larke N. Huang and Mareasa R. Isaacs
III. Infusing Mental Health Promotion, Prevention, and Intervention into Early Childhood Services and Supports
- Early Childhood Mental Health Services and Supports Through a Systems Approach
Roxane K. Kaufmann and Kathy S. Hepburn
- Developing the Work Force for an Infant and Early Childhood Mental Health System of Care
Judith C. Meyers
- Evaluating Outcomes in Systems Delivering Early Childhood Mental Health Services
Deborah F. Perry, Michelle W. Woodbridge, and Elisa A. Rosman
- Building Partnerships with Families
- Vermont's Children's UPstream Project: Statewide Early Childhood Mental Health Services and Supports
Brenda J. Bean, Charles A. Biss, and Kathy S. Hepburn
- Early Childhood Mental Health in Cuyahoga County, Ohio
Melissa Manos, Sally Farwell, and Jeffrey D. Rosenbaum
- Strategic Financing of Early Childhood Mental Health Services
Deborah F. Perry
- Infusing Mental Health Support and Services into Pediatric Primary Care
- Infusing Mental Health Supports and Services into Infant and Toddler Environments
Tammy L. Mann, Stefanie Powers, Jennifer Boss, and Lynette M. Fraga
- Promoting Social-Emotional Development in Young Children: Mental Health Supports in Early Childhood Environments
Paul J. Donahue, Beth Falk, and Anne Gersony Provet
- Evidence-Based Practices for Young Children with and at Risk for Social-Emotional or Behavior Problems
Lise Fox and Glen Dunlap
- Promoting Resilience in Young Children and Families at the Highest Risk: The Challenge for Early Childhood Mental Health
Jane Knitzer and Elena P. Cohen
Appendix A: Self-Assessment Guide Appendix B: Self-Assessment Checklist for Personnel Providing Services and Supports to Children with Disabilities and Special Health Needs and Their Families
Appendix C: Self-Assessment Checklist for Personnel Providing Services and Supports in Early Intervention and Early Childhood Environments Appendix D: Spending Smarter Checklist: A Funding Guide for Policy Makers and Advocates to Promote Social-Emotional Health and School Readiness
Appendix E: Matrix of Early Childhood Mental Health Services and Supports Index