early childhood social-emotional competencies...kaufmann, a publication of cmhs, samhsa, us dhhs,...

North Carolina Infant/Young Child Mental Health Association

Early Childhood Social-Emotional Competencies

A Competency-Based System for Professional Development and Support of North Carolina’s Early Childhood Workforce

Adopted by the Board of Directors of NCIMHA October 31, 2016

www.ncimha.org

An adaptation of Early Childhood Mental Health Core Competencies for Positive Practice

prepared by the Alamance Alliance for Children and Families, 2010, which was made possible by a grant from

Substance Abuse & Mental Health Services Administration (SAMHSA)

We appreciate the work of participants of the NCIMHA Workforce Development Project

Steering Committee Action Planning Committee: Drafting the Competencies Gary Ander Sharon Barlow Frances Davis Valerie Auber Robin Bartlett Brenden Hargett Archana V. Hegde Smokie Brawley Melissa Johnson Bob Herman-Smith Deborah J. Cassidy Kristin Meola Jame O’Sullivan Kimberly Chavis John Pruette

C. Chris Payne Karen Congema Catherine Scott-Little Gene Perrotta Marnie Reber

The Steering Committee also wishes to acknowledge the participation of Core Group Members: Bert Bennett Ruby Brown-Herring Jennifer Byrd Smokie Brawley John Ellis Kate Gallagher Khari Garvin

Bill Hussey Debbie Kennerson Marcia Mandel Katrina McDaniel Jeannie Proctor Susan Robinson Robin Rooney

Michael Smith Kelly Sullivan Kelly Tate Lauren Turner-Brown Connie Windham

* We also appreciate the time and expertise shared by the focus group participants, regional meeting participants, and other stakeholders in 2015.

We gratefully acknowledge the generous contribution of time, expertise, and commitment given by so many to our NCIMHA Workforce Development Project. Your efforts enable us to further our vision that every infant, toddler, and young child in North Carolina will grow up within nurturing relationships and supportive environments that provide the basis for emotional, cognitive, and social capacities necessary for healthy future development. C. Chris Payne, Ph.D. President, North Carolina Infant/Young Child Mental Health Association . Suggested citation: North Carolina Infant/Young Child Mental Health Association. (2016). Early Childhood Social-Emotional Competencies: A Competency-Based System for Professional Development and Support of North Carolina’s Early Childhood Workforce. Greensboro, NC: NCIMHA.

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EarlyChildhoodSocial-EmotionalCompetencies

AboutNCIMHAEarlyrelationships,experiences,andthebroaderenvironmentformthefoundationforlifelongphysicalandmentalhealth.TheNorthCarolinaInfant/YoungChildMentalHealthAssociationisastatewideinterdisciplinarynonprofitorganizationthatpromotesthisstrongfoundationforinfants,toddlers,youngchildren,andtheircaregiversthroughpublicawareness,advocacy,andprofessionaldevelopment.Background In2010,theTrainingcommitteeoftheAlamanceAllianceforChildrenandFamiliesacknowledgedtheneedtodefineasetofcorecompetencies(i.e.,knowledge,skills,andattitudes)forindividuals/professionalsworkingwithchildrenages0-5andtheirfamiliesinordertoprovideeffective,trauma-informedanddevelopmentallyappropriatecare.Asub-committeebeganbyreviewingexistingcompetenciesdefinedbystatesacrossthecountryincludingWisconsin,California,andOhio.In 2015, the North Carolina Infant Mental Health Association’s Early Childhood Mental Health WorkforceDevelopmentProjectconductedaseriesoffocusgroupsandmeetingswithvariousstakeholdersacrossthestatetodeterminehow tomost effectively expand the early childhoodmental healthworkforce inNorthCarolina. Theyconcluded that adopting Early Childhood Mental Health Competencies best met this need. Changes to theAlamanceAlliance’soriginalsetofcompetenciesreflecttherecommendationsofthesestakeholders.TheWorkforceDevelopment Project’s Steering Committee also recommended the adoption of the Alamance Alliance’s GuidingValuesandPrinciples. GuidingValuesandPrinciples Consistent with the commitment of using a System of Care approach to serve all children and families NorthCarolina,thefollowingvaluesandprinciplesareintegraltoapplicationofthecompetencies.Servicesshouldbe:

Strengths-basedAccountableFamilydrivenCommunity-basedCulturallyandlinguisticallycompetentDrivenbycommunityneedsTrauma-sensitiveEvidence-basedCommittedtochildrenagesbirththroughfiveCollaboratedatalllevels:Practice,programandsystemsIndividualized–ensuringthefitbetweenfamilyneedsandservices/supportprovided.

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EarlyChildhoodSocial-EmotionalCompetencies EarlyChildhoodSystemofCareSpecifically,anearlychildhoodSystemofCareis:

•Supportiveofparentsofyoungchildrenbynurturingandbuildingcaringrelationshipswiththem• Supportiveofnon-parentalcaregiversofyoungchildrenbynurturingandbuildingcaring

relationshipswiththem• Delivered,tothegreatestextentpossible,innaturalsettings–includinghomes,childcare,healthcare,and

familysupportsettings• Respectfulofdevelopmentalprocessesandflexibleandindividualizedtomeetthebehavioralhealth

needsofyoungchildren•Sensitivetothecultural,community,andethnicvaluesoffamilies• Accessibletocaregivers,homevisitors,familyworkers,andadministratorsworkingwithinfants,toddlers,

andpreschoolersandincludesclinicalservices,caseconsultation,andclinicalsupervisionandsupportindealingwithsuchstaffissuesasburnout,cultural,andworkplaceconflicts

•Accessibletofamilyservicesworkers,homevisitors,andothersworkingwithfamiliesofinfants,toddlers,andpreschoolersandincludesmentalhealthprogramconsultation,caseconsultation,andbackupsupportforfamiliesrequiringmoreintensiveinterventions

• Accessibleimmediatelyandasnecessaryforcrisisinterventionandsupporttoyoungchildren,families,andprogramsexperiencingcrisesrelatedtoviolence,communitydisasters,orfamily-specifictraumaticevents

• Builtonpartnershipsamongbothprimaryandsecondarysupportservicesatthecommunityandstatelevel.

AdaptedfromEarlyChildhoodMentalHealthServices:APolicyandSystemsDevelopmentPerspective,byJaneKnitzer,NationalCenterforChildreninPoverty,ColumbiaSchoolofPublicHealth,1998.

Inaddition,anearlychildhoodSystemofCareisbaseduponthefollowingvalues:•Allyoungchildrendeservetospendtheirdaysinasafe,stable,caring,nurturingenvironment.• Tomeetthementalhealthneedsofveryyoungchildren,itisnecessarynotonlytoconsidertheyoung

childandhisorherparentsasindividuals;itisalsocriticaltoconsiderthequalityofthechild’smanyrelationships.

• Familiesareconsideredtobefullparticipantsinallaspectsofthedesign,implementation,andevaluationofprogramsandservicesfortheiryoungchildren.

• Earlychildhoodmentalhealth(ECMH)servicesareresponsivetothecultural,racial,ethnic,anddemographicdifferencesofthepopulationstheyserve.

•ECMHpracticesbuildupon,promote,andenhanceindividual,family,andearlychildhoodstaffstrengths,ratherthanfocussolelyonweaknessesorproblems.

AdaptedfromEarlyChildhoodMentalHealthConsultation,CohenandKaufmann,aPublicationofCMHS,SAMHSA,USDHHS,April2000.

TheRoleofTraumainEarlyChildhoodServicesWehaveattemptedtointegrateadvancesinscienceandourunderstandingoftheimpactoftraumaonyoungchildrenandtheirhealthydevelopmentintothisframeworksothatservicesandsupportswithinNorthCarolinacanprovidetrauma-informedcare. Corevaluesandattitudesneededtoprovidetrauma-informed,developmentallysensitiveservicestoyoungchildrenandtheirfamiliesinclude:

Beliefthatprovidingtrauma-informed,developmentallysensitivecareisanappropriateandimportantroleforanyoneinvolvedinprovidingservicestochildrenandtheirfamilies

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Recognitionthatinvolvingclients/parents/caregiversaspartnersintheprocessofrecoveryfromtraumaandchildhoodadversitymaximizesthepotentialforhealing

Awillingness/commitmenttoexamineone’sownpersonalbeliefsaboutandexperiencesoftraumaandchildhoodadversityandtheimpactthesehaveoninteractionswithclients,colleagues,organizations,andsystems

A viewofchildhoodtraumaandadversityasasignificant,complex,andoftenpreventablepublichealthproblemwithbroadrangingeffectsonchildrenandadultsbutfromwhich,withproperresourcesandsupport,peoplecanrecoverandheal.

Practicethereforerequirescommunicationskillstoprovideeffectivetrauma-informed,developmentallysensitiveservicestoyoungchildrenandtheirfamiliesto:

Developaninterpersonalstylethatisdirect,willingtochangeasaresultofinteractions,reflective,engaging,honest,trustworthy,culturallycompetent,andeliminatestheuseoflabelsthatpathologize

Communicateandcollaboratewithchildren,families,professionals,andcommunitiestoestablishsupportiverelationshipsforgrowthandhealing

Accuratelyperceive,assess,andexpressemotionsandmodelnon-violentwaysofcommunicatingthoseemotionsinordertomaintainasafeenvironmentforselfandothers.

AdaptedfromTraumaInformed&DevelopmentallySensitiveServicesforChildren:CoreCompetenciesforEffectivePracticeTHEMULTIPLYINGCONNECTIONSINITIATIVEtheHealthFederationofPhiladelphiaCopyright2008;

www.multiplyingconnections.org

EarlyChildhoodSocial-EmotionalCompetenciesThefollowingcompetenciesareforindividuals/professionalswhoareworkingorplantoworkwithyoungchildren(ages0-5)andtheirfamiliesinNorthCarolina.Theyarebuiltupontheassumptionthatindividuals/professionalshaveorwillmeettherequirementsassociatedwithcorevaluesandprinciplesstatedabove.Giventhechangingenvironmentofthehumanservicedeliverysystems,inNorthCarolinaandthecountry,wearehopingthatthesecompetenciescanserveasthebasisforsupervisors/managerstouseasaprofessionaldevelopmenttoolforstaffandaguideforthedevelopmentorrefinementofneworexistingtrainingprograms,technicalassistance,orcurricula.Thefollowingsocial-emotionalcompetenciesreflecttheexpectedstandardsfortheskills,knowledge,andattitudesnecessarytobeaproficientandcompetentprofessionalworkingwithyoungchildrenandtheirfamilies.Thesecompetencies,andanystrategiesregardingthedisseminationofknowledgeandtrainingaboutthesecompetencies,shouldbesystemicallyevaluatedusingqualityimprovementmethodsinformedbyimplementationscience.Thatis,policymakersandprogramadministratorsshouldassesstheassociationbetweentheadoptionofthesecompetenciesandpositiveservicedeliveryoutcomes.Thefollowingsetofcompetenciesisintendedtobeperiodicallyrevisedtoincorporatedata-informedadjustmentsthatreflectevidence-basedbestpractices.

Eachprofessionalcategoryrecognizestheeducationalachievement,training,and/orworkexperiencesappropriateforbestoutcomesforinfants,youngchildrenandtheirfamilies. Eachcolumnassumesknowledgeandskillacquisitionoutlinedinthepriorcolumn,ifany.Aprofessional’splacementinacategoryshouldbeestablishedbyone’simmediatesupervisor.Thesecategoriesshouldnotcaporlimittrainingopportunities.Thesecategoriesareintendedtoserveonlyasanapproximateguideline,andthereforeshouldbeadaptabletosuittoagency/employerneeds.Thesecategoriesarenotintendedtoserveasstrict,exclusivecriteria.

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ProviderCategories

• FoundationProfessionals(CoreProviderCategory1):Thiscategoryincludesanypersonworkingwithyoungchildrenandtheirfamilies,suchasindividualsprovidingchildcare,HeadStart,orhomehealthservices.

• IntermediateProfessionals(CoreProviderCategory2):Thiscategoryincludesproviderswhoworkwithchildrenandfamiliesinanon-clinicalsettingorinasupportiverole,suchaschildcaresupervisors,directors,registerednurses,oreducators.

• AdvancedandSpecialistProfessionals(CoreProviderCategory3):Thiscategoryincludesproviderswhoworkwithchildrenandfamiliesinaclinicalsettingandpossessanadvanceddegree,suchasaMaster’sorPh.D.Thiscategorymayincludelicensedmentalhealthclinicians,pediatricians,andthoseinleadershippositions.

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KnowledgeDomainsTheNCIMHAearlychildhoodsocial-emotionalknowledgedomainsare:

A.Parenting,Caregiving,FamilyFunctioningandParent-ChildRelationships

B.ChildDevelopment: Infant,ToddlerandPreschoolAgeChildren

C.BiologicalandPsychosocialFactorsImpactingOutcomes

D.RiskandResilience

E.Observation,Screening,andAssessment

F.DiagnosisandIntervention

G.Interdisciplinary/MultidisciplinaryCollaboration

H.Ethics

Itisrecognizedthatprofessionalsfromawiderangeofdisciplines,educationalbackgrounds,androleswillseektodevelopproficienciesassociatedwiththesecompetencies.AllprofessionalsarenotexpectedtoacquirecompetenciesinallCategoriesorinallDomains. Organizationswillneedtoidentifyapplicablecompetenciesrelevanttotherole(s)oftheirstaffandmissionoftheirorganization.

Organizationdirectorsareencouragedtoadoptthesecompetenciesforallstaffworkingwithchildrenandfamilieswithintheirorganization. Supervisorsareencouragedtoutilizethesecompetenciesinplanningannualtrainingfortheirunitsandinsettingannualtraininggoalswithindividualstaff.

Aworkforcedevelopmentstaffplanningtoolisincludedinthisdocumentforusebysupervisors.Trainingresources,includingweb-basedandface-to-face,havebeenidentified,bydomain,toassistsupervisorsinplanningwithstaff.

Pleasenotethattrainingresourceschangefrequently. Thoseidentifiedarenotintendedtobeallinclusiveortheonlytrainingsavailable.Trainingsavailableatthetimeofthispublicationmaynotremainavailableindefinitely.TheNCIMHAisnotresponsibleforavailabilityorcontentofidentifiedtrainings.


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Knowledgearea

Category1

Anypersonworkingwithyoungchildrenandtheirfamilies

Category2

Bachelordegreeorequivalent;providerswhoworkwithchildrenandfamiliesinanon-clinicalsettingorinasupportiverole

Category3

Master’sdegree;providerisalicensedmentalhealththerapist

A.Parenting,Caregiving,FamilyFunctioningandParent-ChildRelationships• Rangeoffamilystructure• Pregnancyandchildbirth• Postpartumperiod• Attachmentissues• Parentingasa

developmentalprocess• Familydynamics• Familyexpectation

regardingchilddevelopment

• Providingfamily-sensitiveservices

• Culturalissuesinparentingandfamilydevelopment

• Goodnessoffitbetweenparentsandyoungchildren

• Importanceofrelationshipstodevelopment

Transitions Familysystems

Understandstheimportanceofparent/caregiveravailability.

Understandsissuesrelatedtotransitiontoparenthood,issuesofbeinganewparentparticularlyforyoungadults

Demonstratesanunderstandingofhealthyattachmentafterbirthandtheimportanceofthepostpartumperiodonthenewborn.

Understandstheinfant/youngchild’suseoftheparentasasecurebaseforexplorationsoftheenvironmentandunderconditionsofstress

Demonstratesanunderstandingofdifferentpatternsofparent-infantinteractionandattachmentandtheirimpactonchildoutcomes.

Understandstheroleofcaregiversasmodelsforthedevelopmentofbehaviorinyoungchildren(e.g.coping,angermanagement).

Demonstratesanunderstandingoffamilyandparentingfunctionasalifelongdevelopmentalprocessbeginningbeforeconception.

Adjustsdailyroutinebasedonthechild’stemperamentandunderstandsandrespondstobabycues.

Understandsandutilizestheconceptof“goodnessoffit”betweentheparentandchild(temperament,etc.)inobservingandsupportingparentchildinteraction.

Remediatesthepotentialprobleminthedevelopingparent-childrelationshipbroughtaboutbyatemperamentmismatchofparentandchild.

Supportstheuniqueparent-childrelationship. Usesavarietyoftechniquestofacilitateandreinforcepositiveparent-infantinteractionandenhancesparents’capacitytoberesponsiveandsensitivetotheirbaby/child.

Demonstratesknowledgeoffamilydynamic(systems,relationships)andfamilycompositionincludingrelationshipswithcaregiver,sibling,andextendedfamily.

Respectstheparent’srelationshipwithchildasprimary.

Usesinterviewswithparents/caregiverstolistencarefully,obtaininformation,andbegintodeveloptrust.

Establishesandmaintainsatherapeuticalliancewithparent/caregiver.


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Knowledgearea

Category1Anypersonworkingwithyoung

childrenandtheirfamilies

Category2

Bachelordegreeorequivalent;providerswhoworkwithchildrenandfamiliesinanon-clinicalsettingorin

asupportiverole

Category3


A.Parenting,Caregiving,FamilyFunctioningandParent-ChildRelationships

Continued

Demonstratesawarenessofboundaries inworkingwithfamilies.

Demonstratessensitivitytoprofessionalroleasacollaboratingpartnerwiththefamilyandadvocatesforparentswhilemaintainingboundariesandfosteringindependence.

Understandstheconceptsoftransferenceandcounter-transferenceandhowtheymayimpacttheongoingtreatment

Demonstratesawarenessofthepotentialnegativeimpactofmultipleseparationsand/ormultiplefamilyplacementsonearlydevelopment.

Demonstratesawarenessofandabletocompetentlyengagewithawiderangeoffamilystructures,familydynamicsandculturalinfluencesonfamilyfunctioning.

Demonstratesawarenessofculturalissuesthatimpactfamilyinteractions,relationships,andparenting.

Utilizesdiverseculturalbeliefaboutdevelopmentinunderstandingparent-childinteractionandfamilyexpectations.

Understandstheimpactoftheclient’sculture,values,andeducationontheirownbehaviorandreactiontothetherapist.

Understandsthatparentbehaviormaybetheresultofhowtheparentsweretreatedbytheirparents(empathizewithparenthistory).

Demonstratesreflectiveinsightintopersonalrelationshiphistoryanddynamics,andunderstandsimportanceofone’sownawarenessincontextoftherapeuticrelationshipswithfamilies.

Understandsstrategiesforfacilitatingchangeandgrowthprocessesinfamilieswithsignificantproblemsinrelationships—attherepresentational,dyadicandsystemiclevels.

Understandstheimportanceofandhowsocialsupports(extendedfamily,church,community,etc.)functionforfamilies


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Knowledgearea



Category2

Bachelordegreeorequivalent;providerswhoworkwithchildrenandfamiliesinanon-clinicalsettingor

inasupportiverole

Category3


B.ChildDevelopment:Infant,ToddlerandPreschoolAgechildren• Typicaldevelopment

ininfancy,toddlerand/orpreschoolperiods

• Milestonesofdevelopment

• Peerrelationships• Expectationsof

childreningroups• Culturalvariationsin

developmentandfamilyexpectations

Demonstratesanunderstandingoftheimportanceofhealthyrelationshipsforhealthydevelopment.

Demonstratesanunderstandingoftheconstructofattachmentandattachmentbehavior.

Demonstratesanunderstandingofnormativedyadicemotionaldevelopmentandtheimplicationsforatypicaldyadicemotionaldevelopment(parent-child).

Demonstratesanunderstandingoftypicaldevelopmentincluding:language,motor,sensory,adaptiveself-help,cognition,andsocial&emotional(includingcapacitytoplayandinteractwithothers).

Recognizesdifferenceinprocessingsensoryinputs. Demonstratesanunderstandingoftheimportanceofdevelopmentofself-regulation,earlychildhoodsocialrelationships,communicationandrepresentationalskills,andexecutivefunctionabilitiesforschoolreadiness.

Recognizesandrespectshowdifferentsettingswherechildrenspendtimeincludingchildcare,playgroups,andhomemayaffectchildren’sbehavior.

Demonstratesanunderstandingoftheimpactofenvironmentonbehavioratallstagesofdevelopment.

Demonstratesanunderstandingofsocial-emotionaldevelopmentandtheroleofpeerandgroupinteractionsasitrelatestochildbehaviorandcanutilizearangeofstrategiesforpromotingoptimalinteractions.

Accuratelyinterpretsinformationfromdirectandreportedinformation,observationsandassessmentsinarangeofsettingstoidentifycapacitiesandstrengths,aswellasdevelopmentaldelaysand/oremotionaldisturbancesininfantsandyoungchildrenserved.

Usescollaborativeapproachestoexploreappropriatefamilyexpectationsandprovidesdevelopmentalguidanceinachievingstrategiesthatsupportthoseexpectations.


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Knowledgearea



Category2

Bachelordegreeorequivalent;providerswhoworkwithchildrenandfamiliesinanon-clinicalsettingor

inasupportiverole

Category3


C.BiologicalandPsychosocialFactorsImpactingOutcomes• Temperament• PrenatalEnvironment• FamilyStress• Regulatoryand

sensoryissues• Brainresearch• Neuro-

developmentalissues• Prematurityandlow

birthweight• Childabuse• Childneglect• Nutrition• Poverty• Trauma• Communityissues• Schooland

communityservices• Impactofsuch

factorsupondevelopmentandrelationships

Utilizesbasicknowledgeofbraindevelopment.

Demonstratesanunderstandingoftheimpactofinuterotoxinsonlaterdevelopmentsuchasalcohol,nicotine,andprescriptionandnon-prescriptionmedications.

Accuratelyinterpretsthebi-directionalnatureofbiologicalandpsychosocialcircumstancesthatinfluenceinfantbraindevelopment,parent-childrelationshipsandtheregulationofemotionsandbehavior,includinggenetics,lowbirthweight,under-nutrition,substanceexposure,disabilityandtheimpactoffamilydiscordandtrauma.

Demonstratesawarenessofregulatorychallenges,includingsleep/wakepatterns;feeding.

Demonstratesanunderstandingoftheimpactsofregulatorychallenges(e.g.,colic,disruptionsinfeedingandsleeping)onattachmentandparentalabilitytorespondandsenseofcompetence.

Canimplementsupportivebehavioraltechniquesforproblemsinsleeping,eating,andself-control(e.g.charting,positivereinforcement).

Demonstratesanunderstandingaboutinterventionstrategiesforinfantswithregulatorychallengesand/orpre-terminfants.

Demonstratesanunderstandingofnutritionalneedsandmethodsoffeedingatdifferentstagesofdevelopment.

Demonstratesanunderstandingoftheimpactofchronicpoornutritionondevelopment.

Canidentifyandaddressfamilyandchildhealthfactors,includingnutrition,andtheirroleinchildandfamilyoutcomesfrompreconceptiononward.

Demonstratesanunderstandingofwhenandhowchallengingbehaviorsinterferewithhealthydevelopment.

Demonstratesanunderstandingoftheconceptthatprolonged/chronicstressintheinfant/child/parentordyadaffectsalldomainsofdevelopmentandmayleadtosubsequentinterferencewithbraindevelopmentandemotionalregulation.

Demonstratesawarenessofthekindsoftraumaticexperiencestowhichyoungchildrenaremostfrequentlyexposed.

Recognizestheimportanceoftrauma-informedassessmentsandinterventions


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Knowledgearea



Category2

Bachelordegreeorequivalent;providerswhoworkwithchildrenandfamiliesinanon-clinicalsettingorina

supportiverole

Category3


C.BiologicalandPsychosocialFactorsImpactingOutcomes

Continued

Demonstratesanunderstandingthattraumaplaceschildren’sattachments,self-regulatorycapacities,andcognitivedevelopmentatrisk

Demonstratesanunderstandingoftheimportanceofscreeningfortraumaticlifeexperiences

Identifies/describeskeysigns,symptoms,impactandmanifestationsoftrauma,disruptedattachment,andchildhoodadversityinchildrenandinadults.

Demonstratesanunderstandingthatthedomainsandstagesofnormalchildhooddevelopment(brain,social,emotional,cognitive,andphysical)canbeaffectedbytrauma,abuse,adversityandstress.

Explainstherelationshipbetweentrauma,adversityanddisruptedattachmentinthechild/caregiverrelationship.

Demonstratesanunderstandingofhowbehaviors,includingthosethatappeartobeproblemsorsymptomsoftenreflecttrauma-relatedcopingskillsindividualsneedtoprotectthemselvesandsurvive.

Explainshowbehaviors, includingthosethatappeartobeproblemsorsymptomsoftenreflecttrauma-relatedcopingskillsindividualsneedtoprotectthemselvesandsurvive.

Assistsparents/caregiversofchildrenwhohavebeenexposedtotraumaandchildhoodadversitytorecognizeandaddresstheirownriskforsecondary/vicarioustraumaandpossibleunresolvedtraumaintheirownlives.

Describesthemulti-generationalnatureoftraumaandchildhoodadversity.

Demonstratessensitivitytochildren’sparents/caregiverswhooftenhaveunaddressedtraumaissuesthatcanimpacttheirabilitytohelptheirchildren.

Definesre-traumatizationandidentifywaysthatchildrenandtheirfamiliescanbere-traumatized/triggeredbythesystemsandservicesdesignedtohelpthem.

Describeslocalresourcesfortraumaspecifictreatmentandtraumainformedservicesforchildrenandtheirfamilies.

Definestraumainformedandtraumaspecificcare,includingknowingthekeyelementsofatraumainformedsystemandbeingfamiliarwithevidencebasedtraumatreatmentmodels.


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Knowledgearea



Category2

Bachelordegreeorequivalent;providerswhoworkwithchildrenandfamiliesinanon-clinical

settingorinasupportiverole

Category3


D.RiskandResilience• Atypicaldevelopment•Maternaldepression• Parentalsubstanceabuse• Teenageparenting• “Ghosts”inthenursery• Chronicphysicalillness• Chronicmentalillness

inparent• Developmental

Disabilities• Protectivefactorsthatpromoteresilience• FamilyViolence

• FosterCare• Promotingresilienceinchildrenandfamilies• Developmental

disabilities

Demonstratesknowledgeoftheeffectsofriskfactorssuchasgenetics,medicalcomplications,prematurity/lowbirthweight,substanceexposureandteratogens,andtheimpactoffamilial,cultural,social,physicaland/oreconomicfactorsincludingpoverty,abuseandneglectondevelopmentandrelationships.

Demonstratesatheoreticalunderstandingofthecumulativeriskfactorsthataffectfamilywell-beingandparent-childrelationshipsforinfantsandyoungchildrenandtheirfamiliesandcommunitiesstemmingfromavarietyofsources.

Appliesconceptsofresiliencetoguidetreatmentplanningassessmentandinterventionswithchildrenandfamilies.

Demonstratesanunderstandingthatpracticesshouldberesponsivetodevelopmentalprotectivefactorsandriskfactors.

Demonstratesatheoreticalunderstandingoftheresiliencefactorsthatallowinfants,toddlersandpreschoolerstopositivelyadaptdespitesignificantlifeadversities.

Demonstratestheabilitytoselectstrategies/interventionsbasedonparentconcerns,prioritiesandresources,includingconsiderationforculture,languageandeducation.

Demonstratesknowledgeoftheimpactoffamilial,economicorsocialfactorsonrelationshipsandsocial-emotionaldevelopment.

Demonstratestheabilitytoidentifyandaddressparent-familydifficultiesthatnegativelyimpacttheparent-childrelationshipandinfantorchild’ssocial-emotionaldevelopment.

Educatesparents/caregiversaboutriskandprotectivefactorsassociatedwithtrauma/childhoodadversity,healthychilddevelopment,andassiststhemwithdevelopingtools/strategiestostrengthendevelopment


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Knowledgearea



Category2



Category3


E.Observation,ScreeningandAssessment• Developmentof

observationalskillswithinfantsandyoungchildren

• Useofobservationalinformation

• Useofscreeningtools• Whentomakereferrals

formorecomprehensiveassessment

• Howtomakeareferral,includingfollowingthroughorassistingfamilywithinitialcontacts

• Interviewing• Introductiontomajor

assessmentinstrumentsandprocesses

Createsenvironmentsthataresafe,comfortable,andwelcomingforallchildren,families,andstaff

Demonstratesanunderstandingofhowandwhentoreferfor(screeningand/or)evaluation.

Demonstratedfamiliaritywiththevarioustoolsandtheappropriateuseofeachtool.

Demonstratesanunderstandingoftherelevanceofbothpopulationandclinicprevalencefordiagnosis.

Usesscreeningtools. Demonstratesanunderstandingofassessmentasintervention.

Conductstrauma-informedscreeningandassessmentsincludingobtainingappropriateclientandfamilyhistoriestodetermineexposuretotrauma/childhoodadversityandriskandprotectivefactorsassociatedwithtrauma/childhoodadversity.

Demonstratesanunderstandingoftheroleofdifferentprofessionalsinmakingappropriatereferrals.

Selectsandusesscreeningandassessmentpracticesappropriatetopregnantandpostpartumparents,includingscreeningfordepression.

Successfullyusesawiderangeofstrategiesinvarioussettingstoreachandengagefamilies.

Observes,inmultiplesettings(includingthehome),theparent’semotionalstatesandtheirresponsestotheinfant/youngchild.

Demonstratesanunderstandingofhowtousevariousobservation,screeningandassessmenttools/processesfortheindividualinfant,youngchildandfamily.

Observes,inmultiplesettings(includingthehome),thechild’semotionalstatesandhis/herresponsetotheparent.

Incorporatesobservationsoftheinfantandyoungchildinmultiplesettingsincludingplay,child-parentinteractions,earlycareandeducationsettingsandhomeintoeveryassessmentofthechild.


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Knowledgearea



Category2



Category3Master’sdegree;providerisalicensedmentalhealththerapist


• Diagnosticsystemsfor

infants,toddlersandyoungchildren

Observestheinfant/youngchild’sbehavior,abilitytosoothe,self-regulation,andsensitivities.

Noticesandcandescribetheparent’sbehaviortosoothe,regulate,andredirecttheinfant/youngchild.

Demonstratesanunderstandingofandabilitytointegrateamultidimensionalassessmentofaninfantoryoungchild,utilizinginformationfromotherprovidersandcaregiversasappropriate,inclusiveofhealth,physical,social,emotional,psychologicalandculturalaspectsfromadevelopmentalandrelationalperspective.

Recognizes,inthehome,threatstotheinfant/youngchild’sphysicalandemotionalwell-being.

Can,throughobservationandinterview,recognizechallengestoadultsfunctioningasparents,includingsignsofsubstanceabuse,developmentaldelay,mentalillness,etc.,andprovideappropriatereferralsandinterventions.

Allowsparenttoexpresscorerelationalconflictsinanacceptingandnonjudgmentalmanner.

Usesandscorestheresultsofstandardizedobservation/parentreportinstruments(e.g.AgesandStages,PEDS,etc.).

Knowsthecriterianecessaryforformaldiagnosesofdisordersinmentalhealthandusesclinicaltoolsappropriately(e.g.numbersofsymptoms,ageofonset,duration,impairment).

Demonstratesknowledgeofthedistinctionsamongdifference,delayanddisorderandmakesappropriatereferralforeach.

Knowsaboutthesymptomsofinfant/childdisordersinDSM-V;knowsaboutthedisordersofinfancy/toddlerhoodasetforthinDC-03andtheimplicationsofdifferentialdiagnosisfortreatment;andknowstheextenttowhichtheDC-03disordershavecounterpartsinDSM-VandICD-10

UsestheDC:0-3RandDSM-Vtodiagnoseproblemsinveryyoungchildrenandcanprovidethe“cross-walk”diagnosisbetweenthetwosystemswithintheirscopeofpractice.


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Knowledgearea

Category1


Category2

Bachelordegreeorequivalent;providerswhoworkwithchildrenandfamiliesinanon-clinicalsettingorinasupportive

role

Category3


F.DiagnosisandInterventionContinued

Linkingassessmentanddiagnosistointervention

Developmentofinterventiongoals

Relatesandinteractscomfortablywithinfants/youngchildren.

Knowshowtoimplementdyadictherapeutictechniquesasdescribedintheinfantmentalhealthliterature.

Knowshowtohelpparentsidentifygoalsandactivitiesthatcontributetopleasurableinteractionwiththeinfant/youngchild.

Canbeempathicandsympatheticwhilenotoveridentifyingwiththeparents.

Organizes,synthesizes,andinterpretsinformationfromallsourcesandcommunicatestheneedandstrengthoftheinfant/youngchildtoparentstofacilitatetheirunderstandingandcooperationintreatment.

Demonstratestechniqueforsoothing,limitsetting,andprotectionandcandiscussthemeaningofthesewithparents.

Promotesparentalcompetenceinareassuchasresolvingandforestallingcrisesandsolvingfamilyconflicts.

Providesinterventionthatrecognizestheconceptofresistancetoengage,totakeadvantageofservices,etc.,andseekstoovercomeresistanceinatherapeuticmanner

Ispersistentinmonitoringtheprogressoftheserviceplan. Monitorsprogressandproblemsinwhatevertherapeutictechniquesarebeingimplementedbywrittennotesand/orrecords.

Understandstheimplicationofco-morbidityfortreatmentplanning.

Recognizesinterventionmustbedevelopedimmediatelyfollowingrecognitionofachild’sdevelopmentalriskinordertominimizethelikelihoodoffailuretoprogress.

Integratesinformationandformulatesplanstogetherwiththefamilyusinganapproachthatfacilitatesandsupportschange

Demonstratesanabilitytomodulateinterventionstyleandstrategiesinresponsetospecificstrengthsandvulnerabilitiesofeachinfant,childandfamily.

Facilitatesreferralsandaccesstotraumainformedandtraumaspecifictreatmentservicesforchildrenandtheirfamiliesasneeded.


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Knowledgearea



Category2

Bachelordegreeorequivalent;providerswhoworkwithchildrenandfamiliesinanon-clinicalsettingorina

supportiverole

Category3



Continued

Effective

communicationwithcaregiversandothers

• Concreteassistance• Communityresources• Developmental

guidance• Behavioralsupport• Interactionguidance• Workingwith

challengingfamilies• ConflictresolutionStrategiestopromote

infant-familyandearlychildhoodmentalhealth

Strategiesforpreventiveinterventionaddressingsocial-emotional-behavioralvulnerabilities

Interventionstrategies

Providesemotionalsupportintimesofstress.

Providesbothpositiveandnegativefeedbackinasensitiveandeffectivemanner.

Canbeempathicandsympatheticwhilekeepingappropriateboundarieswithparents.

Assistsparentsinidentifyingcommunityresourcesforservicesthatparentsidentifyasimportant.

Providesresourcesforrelatedservicessuchasprimarycare,childwelfare,mentalhealthorsocialservicesandprovidesguidanceregardingchild’sdevelopment.

Demonstratesanunderstandingofandisabletoaddresstheimportanceandneedforconcreteassistance,developmentalguidance,crisismanagementandadvocacyintherapeuticanddevelopmentalworkwithfamiliesofinfantsandtoddlers.

Demonstratesanunderstandingofevidencebased/promisingpracticesthatsupportECMHandsocial-emotionalcompetency,e.g.,TF-CBTandtheIncredibleYears.

Selectsandimplementsevidence-supportedrelationship-basedinterventionstrategiesthatareappropriatetosupportandpromotetheinfantoryoungchild’sstrengthsandneeds.

Demonstratesanabilitytoconsidercultureandcontextaswellasriskfactorsinplanningassessmentandinterventions.

Demonstratesfamiliaritywithfrequently-usedpsychotropicmedicationsforbothchildrenandadults.

Isknowledgeableaboutpotentialsideeffectsofmedicationandcandiscusswithfamiliesasappropriate.


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Knowledgearea



Category2



Category3



Continued

Intervention strategiesUseofselfinprovisionofservices

Developingreflectivepractice

Demonstratesanunderstandingofthecognitionsandbeliefsofsomeclientswhicharenolongersupportiveandseekstochangetheminanon-threateningmanner(i.e.usingaMotivationalInterviewingapproach).

Implements“packaged”parenttrainingprograms.

Demonstratesabilitytoteachchildrenandparent/caregiverstechniques,includingrelaxationcalming,soothing,andgroundingthemselvesand/ortheirchildren.

EnsuresthatfamiliesareprimarymembersoftheIndividualFamilyServicePlan/IndividualEducationPlanorChildandFamilyteams.

Demonstratesanunderstandingoflimitsandboundariesofpracticeandmakesappropriatereferrals

Demonstratesknowledgeofthelimitsofone’sowndiscipline’sscopeofpracticeandtheneedforreferralforissuesbeyondone’sowndiscipline’sexpertise.

Demonstratesanunderstandingofandutilizestheprinciplesofreflectivepractice.

Suggests,demonstratesandcoachesfamiliesonstrategiestonurtureachild’sdevelopmentacrossalldomains,includingtheirstrengths,emergingcapacitiesandculturalvalues.


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Knowledgearea



Category2



Category3


G.Interdisciplinary/MultidisciplinaryCollaboration• Understandingtheroles

ofotherprofessionalsinworkingwithyoungchildrenandfamilies

• Respectingboundariesofpractice

• Communityresources•Workingtogetherwith

otherprofessionalstocreateanintegratedplan

• Collaboratingtoprioritizechildandfamilyneeds

Demonstratesknowledgeaboutresourcesinthecommunity.

Completesthereferralprocessinaknowledgeable,professionalandtimelymanner.

Demonstratesknowledgeoftheexistenceofawidevarietyofresourcesandsystemsprovidingservicestoyoungchildren&families.

Worksasamemberofateam:practicesopennesstonewinformation,abilitytocommunicateclearlyone’sownpositionandvalue,abilitytoholdmultipleviewpointsandreflectuponthem.

Sharesownreportsandinterpretsreportsfromotherprofessionalsinsuchawayastofacilitateparentalunderstandingandcooperation.

Demonstratestheimportanceofsensitive,respectfulandeffectivecommunicationwithotherprovidersofservicestothechildandfamily.

Demonstratesanabilitytoassembleaninteragencyandinterdisciplinaryteaminwhichteamandfamilymembersexchangeinformationandlearnfromoneanother.

Worksasateamleaderwhenappropriate,orcanco-teamlead,whennecessary,withanotherprofessional.

Demonstratesanabilitytointegratemultiplesourcesofinformationintoacohesive,familyfriendlyreport.

Coordinatesearlyinterventionservicesacrossavarietyofagencies.

Facilitatesrelationships,communicationandcollaborationamongfamilyandallotherteammembers.

Demonstratesawarenessthatrelationshipswithotherproviderswillhaveaneffectontheirrelationshipswiththechildandfamily.

Respectsandincorporatesinformationandfeedbackfromotherteammembers.


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Knowledgearea

Category1


Category2



Category3


H.Ethics• Ethicsofscopeof

practice•Workingethicallyin

familysettings

Demonstratesself-awarenessandtheabilitytoreflectonone’simpactonfamiliesandviceversa.

Demonstratesaclearunderstandingofscopeofareasofpersonalcompetencyasdeterminedbytrainingandexperience,andseeksconsultationwhenquestionsarise.

Demonstratesknowledgeofapplicablestateandagencyregulationswithrespecttosuchissuesaseligibilityforservices,confidentiality,documentation,reportingofchildabuse,andothersthatmayarise.

Demonstratesanunderstandingofwhenparticularproblemsmanifestedbythechildrequireservicesoutsideoftheircompetence.

Demonstratesaclearunderstandingofscopeofpracticeasdefinedbylicense,certification,and/orposition/role,andseeksconsultationwhenquestionsarise.

Workswithintheregulationandcodeofethicsoftheirprofession.

Demonstratesrespectforboundariesofpractice.Maintainsappropriateboundarieswithfamiliesandotherprofessionals.

Demonstratesanunderstandingoftheimpactofhis/herownculturalandeducationalbackgroundandvaluesontheclient.

Usesregularlyscheduledtimeforsupervision(reflectivesupervision,etc.),recognizeshis/herownlimitations,andseekssupport&supervisionasneeded.

Makeseffectiveuseofreflectivepracticefacilitation,mentoring,coaching,and/orsupervision.

Recognizesandsupportstheculturalbeliefsandvaluesoffamilies.

Recognizesthesignificanceofsocio-culturalandpoliticalcontextsofchildrenfromdiversebackgrounds.


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TrainingResources

Workforcedevelopmentresourceslistedbelowareintendedtosupplement,notsupplant,otherearlychildhoodeducationandcontinuingeducationrequirements,certifications,andlicensures. Resourcesnotedarespecifictosocial-emotionalconcernsandarenotintendedtobeallinclusiveofotherdisabilityareas. Mostresourcesnotedaddressbasicknowledgeandskillsintheareaofearlychildhoodmentalhealthneededbyallpersonsworkingwithchildrenandfamilies(Category1),andarenotintendedtoaddressthemoretechnicalknowledgeandskillsthatmayberequiredathigherCategories.Pleasenotethattrainingresourceschangefrequently.Thoseidentifiedarenotintendedtobeallinclusiveortheonlytrainingsavailable.Trainingsavailableatthetimeofthispublicationmaynotremainavailableindefinitely.TheNCIMHAisnotresponsibleforavailabilityorcontentofidentifiedtrainings.Thiscompetency-basedsystemembracesaninclusiveapproachtoprovidingworkforcedevelopmentopportunitiestomultiplechild-servingagenciesandfamilies in the community. While striving to provide cross-disciplinary trainings whenever possible, each source may have attendance limitationsdependingonthetypeandavailabilityoftrainingoffered. Sourcesfortrainingcurrentlyavailableinclude:

SourcesofTraining

Website Training Elements Audience

National Child Traumatic Stress Network (NCTSN): http://learn.nctsn.org/

Various Trainings including: On-line, webinars

Infant Mental Health Child Welfare Toolkit Caring for Children Who Have Experienced Trauma: A Workshop for Resource Parents: 8 Modules Culture & Trauma Toolkit for Educators Implementing and Sustaining Evidence Based Practices

12 Core Concepts for Understanding Traumatic Stress Responses in Children & Families

Brain Development Relationships Impact of Environment Effects of Trauma Challenging Behaviors Provide Emotional Support Cultural Considerations

General Child Welfare Foster & Adoptive Parents Educators

AHEC Connect: http://www.aheconnect.com/newahec/courses.asp

Various Trainings including: On-line, webinars, webcasts, podcasts Children & Domestic Violence Series: 5 Modules

Health Professionals General


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NC Division of Mental Health: http://www.ncdhhs.gov/mhddsas/providers/trainingandconferences/index.htm

Various Trainings including: NC Interventions NC SNAP Person-Centered/Recovery

Mental Health Providers General

NC State Collaborative for Children’s Mental Health: http://nccollaborative.org/

Online trainings include: System of Care Child and Family Teams

Agencies Families

NC AHECs: Greensboro :http://www.gahec.org/findevents.asp Northwest: http://northwestahec.wfubmc.edu/mura/www/#/ Charlotte: http://www.charlotteahec.org/ Wake: http://www.aheconnect.com/wake/ Eastern: http://easternahec.net/ Mountain: http://mahec.net/Other: http://www.ncahec.net/centers/

Ethics Intro to Motivational Interviewing Domestic Violence Cultural Competence School Mental Health Training Series Culturally Competent Care Evidence Based Practices

Centers for Disease Control and Prevention: http://www.cdc.gov/ace/index.htm

Podcast: http://www2c.cdc.gov/podcasts/player.asp?f=45042 43

ACE Study: Adverse Childhood Experiences and their Relationship to Disease

Impact of Environment Effect of Trauma

General

Georgetown Center for Early Childhood Mental Health Consultation

Early childhood mental health consultation: http://gucchd.georgetown.edu/67637.html

www.brightfutures.org

Recognizing and Addressing Trauma in Infants, Young Children and Their Families

Designed for early childhood mental health consultants, but module 6 contains general trauma information; contains useful information for admin., staff and families

Promoting Healthy Mental Development: Bright Futures Online Curriculum

7 Modules Trauma Referral ECMH Consultation (Head Start)

Parent & Family Assessment, Maternal Depression Screening, Parent Education

Head Start Childcare Providers ECMH Consultants

Parents, Educators, Health Professionals, Child Welfare, General


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TACSEI: Technical Assistance Center on Social Emotional Intervention for Young Children: http://www.challengingbehavior.org/

Integrating ECSE Development into Early Childhood Systems Pyramid Model

Includes On-line; handouts; issue briefs; on-line conversations

Brain Development Impact of environment Caregiver Relationship Attachment Challenging Behaviors

General Infant/Toddler

CSEFEL: Center on the Social and Emotional Foundations for Early Learning: http://csefel.vanderbilt.edu/

Training Modules: Infant Toddler & Preschool Pyramid Model Parent Modules Promoting Social Emotional Competence

Infant/Toddler Training Modules Pyramid Model

Infant/Toddler Childcare

http://www.helpguide.org/ Help Guide for Parents Parenting & Family Parents

Center on the Developing Child: Harvard University http://developingchild.harvard.edu/

Early Childhood Development: Videos, Lectures and Presentations

Relationship Attachment Brain Development Trauma

General

SAMHSA http://www.bblocks.samhsa.gov/search.aspx

Teaching tools, Lesson Plans Training Modules Preschool

Headstart providers Parents

California Training Institute http://www.ucsfchildcarehealth.org/html/pandr/top ics.htm

Teaching Tools Instructor’s Manual

Stages of Development Strategies (Teachers)

Preschool Providers Childcare Facilities

Zero to Three: http://www.zerotothree.org/ Podcast Series for Parents: 12 podcasts

Videos, Podcasts, Articles, Newsletters: General Information on: -Brain Development -Challenging Behavior -ECMH -Early Development -Health and Development -Play -Promoting Social Emotional Development -Temperament

Brain Development Challenging Behavior ECMH Early Development Health and Development Play Promoting Social Emotional Development Temperament

General Parents

Health Care Toolbox: Your Guide to Helping Children and Families Cope With Illness and Injury http://www.healthcaretoolbox.org/

-Pediatric Medical Traumatic Stress: video

Trauma Informed Care Information for Healthcare Professionals Includes Resources and Handouts for Parents

Trauma Traumatic Stress

Healthcare Professionals – Nurses/Physicians

Mental Health Professionals

California Training Institute http://www.ucsfchildcarehealth.org/html/pandr/topi cs.htm

Teaching tools Instructor’s Manual

Stages of Development Social and Emotional Development

Childcare Preschool Providers Parents


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DVDs Available for Checkout

DVD Trainer Elements Audience

Introduction to Motivational Interviewing 8/20/2012 Presentation

Mary McGinty – Alamance Department of Social Services, MINT Trainer

Basic tenets of Motivational Interviewing

DSS Staff

Trauma Informed Practice (Part 1) Kelly Sullivan and Donna Potter – Center for Child and Family Health, Duke University

Introduction to trauma with story of Tonier Cain

Mental Health Providers


Effects of long term trauma on childhood

Mental Health Providers

Trauma Informed Practice (Part 3) Kelly Sullivan and Donna Potter – Center for Child Gathering information Mental Health

and Family Health, Duke University from caregivers about traumatic events in children

Providers


The Invisible Suitcase Mental Health Providers

Social Emotional Development In Young Children 10/23/2010 Presentation

Kelly Sullivan and Donna Potter – Center for Child and Family Health, Duke University

Stages of Development Teaching Pro-social Skills

Child Care Providers General

The Traumatized Child 10/23/2010 Presentation

Kelly Sullivan and Donna Potter – Center for Child and Family Health, Duke University

Impact and Prevalence of Trauma Brain Development Risk/Protective Factors

Child Care Providers General

Attachment and Trauma: Impact on Children 11/18/2010 Presentation

Donna Potter - Center for Child and Family Health, Duke University

Attachment Trauma Brain Development Risk and Protective Factors

Foster/Adoptive Parents Child Welfare General

Trauma and Early Childhood: Effects of Traumatic Life Events on Young Children and Their Caregivers 8/4/2010 Presentation

Patricia Van Horn, PhD Infant Mental Health: Attachment and Regulation Trauma Resilience

Promoting Social Emotional Competence 22 minutes

The Center on the Social and Emotional Foundations for Early Learning

Early Childhood Educators Head Start Child Care Providers


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Articles/Paper

Author Title Elements Audience Center on the Developing Child: Harvard University: http://developingchild.harvard.edu/

Numerous Articles/Working Papers including: Young children Develop in an Environment of

Relationships: Working Paper 1

Excessive Stress Disrupts the Architecture of the Developing Brain: Working Paper 3

Early Exposure to Toxic Substances Damages

Brain Architecture: Working Paper 4

Mental Health Problems in Early Childhood Can Impair Learning and Behavior for Life:

Caregiver Relationship Attachment Impact of Environment Challenging Behaviors Risk & Resilience Brain Development Effect of Trauma Toxic Stress

General Child Serving Agency Personnel

• The Timing and Quality of Early Experiences Combine to Shape Brain Architecture: Working Paper 5 Mental Health Begins in Early Childhood

National Child Traumatic Stress Network (NCTSN): http://learn.nctsn.org/

Understanding Child Traumatic Stress Early Childhood Trauma Birth Parents with Trauma Histories and the Child Welfare System Facts on Trauma and Homeless Children Age-Related Reactions to a Traumatic Event Psychological and Behavioral Impact of Trauma: Preschool Children

Psychological and Behavioral Impact of Trauma: Elementary School Students

Psychological and Behavioral Impact of Trauma: Middle School Students

Psychological and Behavioral Impact of Trauma: High School Students

Facts on Traumatic Stress and Children with Developmental Disabilities Helping Traumatized Children: Tips for Judges Service Systems Brief: Judges and Child Trauma

Psychological First Aid: Field Operations Guide, 2nd Edition

Psychological First Aid Field Operations Guide for Community/Religious Professions

Traumatic Stress General Child-Serving Agency Personnel Court Personnel Faith Community


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Zero to Three http://www.zerotothree.org/

*Numerous articles for Professionals and Caregivers/Resources and Handouts for Parents

Helping Babies from the Bench: Using the Science of Early Childhood Development in Court (DVD)

General Child Serving Agency Personnel Court Personnel Parents

The Child Trauma Academy: http://childtrauma.org/

*Numerous articles for Professionals and Caregivers

Health Professionals Caregivers General

Health Care Toolbox: Your Guide to Helping Children and Families Cope With Illness and Injury http://www.healthcaretoolbox.org/

Trauma-Informed Healthcare Settings HealthCare Professionals

CSEFEL: Center on the Social and Emotional Practical Strategies for Teachers/Caregivers Educators

Foundations for Early Learning: http://csefel.vanderbilt.edu/resources/strategies. html

Childcare Providers

ACE Study: Adverse Childhood Experiences and their Relationship to Disease http://acestudy.org/index.html

http://acestudy.org/index.html_Germany1-02_c_Graphs.pdf

Long term effects of adverse childhood experiences

Traumatic Stress General

Bright Futures at Georgetown University http://www.brightfutures.org/onlinematerials.ht ml

http://brightfutures.aap.org/pdfs/Guidelines_PD F/4-Promoting_Mental_Health.pdf

Bright Futures in Practice Series What to Expect and When to Seek Help: Developmental Tools for Families and Providers

Promoting Mental Health

Head Start http://www.headstartresourcecenter.org/assets/fi les/HS%20Bulletin%20- %20Mental%20Health%20508.pdf

Head Start Bulletin #80: Mental Health Attachment Meaning of Behavior Social-Emotional

Development Trauma Risk & Resilience Collaborative Approach to

Mental Health

Head Start General


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American Academy of Pediatrics www.aap.org http://pediatrics.aappublications.org/content/129 /1/e232.full.pdf+html

http://www.healthychildren.org/English/healthy- living/emotional-wellness/Pages/Sound-Advice- on-Mental-Health.aspx

The Lifelong Effects of Early Childhood Adversity and Toxic Stress

Sound Advice on Mental Health: A collection of

interviews with pediatricians on children’s mental health

Trauma

Child Development

General Health Care Professionals

Other Relevant Resources

Website Title Description https://www.nap.edu/catalog/21786/professional-learning-for-the-care-and-education-workforce

Professional Learning for the Care and Education Workforce

A by-product of Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation

http://nap.edu/19401 Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation

Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success; Board on Children, Youth, and Families; Institute of Medicine; National Research Council

http://www.nap.edu/catalog.php?record_id=13238 The Early Childhood Care and Education Workforce: Challenges and Opportunities: A Workshop Report

http://www.acf.hhs.gov/ecd/early-childhood-career-pathways

Series of Briefs on the Early Childhood Workforce: Pathways to Progress Source: National Center on Early Childhood Development, Teaching, and Learning - September 2016

The briefs were developed to inform early childhood programs, states, higher education entities, and other interested stakeholders about strengthening the support they offer the early childhood workforce.

http://modules.nceln.fpg.unc.edu/foundations/module-intro NC Early Learning Network Foundations train-the-trainer modules on Emotional-Social skills

http://www.ectacenter.org/ Early Childhood Technical Assistance Center

The Office of Special Education Programs (OSEP) is providing funding for the Early Childhood Technical Assistance Center (ECTA) to remove older items


26

that are ineffective and/or not being used, making their list of resources more useful, and creating more resources

https://eclkc.ohs.acf.hhs.gov/hslc The Early Childhood Learning & Knowledge Center

Part of the Office of the Administration for Children and Families, is also a warehouse for EC resources

http://scriptnc.fpg.unc.edu/about-us http://scriptnc.fpg.unc.edu/ http://scriptnc.fpg.unc.edu/sites/scriptnc.fpg.unc.edu/ files/resources/SCRIPT-NC%20Fact%20Sheet.pdf

Script NC FPG is working with various community college Early Childcare and Education departments to improve the training students receive, and assessing their course content and ensuring it contains evidence-based best practices for inclusion, examining syllabi, and providing hands-on technical assistance

http://nirn.fpg.unc.edu Practice of Implementation Science Lessons from the Transformation Zone: Systems Change frameworks and Implementation Science frameworks

www.zerotothree.org/CriticalCompetencies ZERO TO THREE Critical Competencies for Infant-Toddler Educators™

Workforce Innovations services and professional development opportunities

http://www.childcareservices.org/ 2015 Working in Child Care in NC Child Care Services Association https://gallery.mailchimp.com/d189b33155767ca619f6e1d46/ files/statewide_factsheet_2015.pdf?mc_cid=9620c7e709&mc_eid=90be333738

The Early Care and Education Workforce in North Carolina 2015 Statewide Fact Sheet for Early Care and Education Centers

All NC data are based on the 2015 statewide workforce survey conducted by Child Care Services Association and funded by the Division of Child Development with a Race to the Top Early Learning Challenge grant

https://www.ncchildcarecoalition.org/ NC Child Care Coalition www.ncicdp.org NC Institute for Child Development

Professionals


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A. Parenting,Caregiving,FamilyFunctioningandParent-ChildRelationships Date HoursCourseTitleorOtherActivity:

B. ChildDevelopment: Infant,ToddlerandPreschoolAgeChildren Date HoursCourseTitleorOtherActivity:

C. BiologicalandPsychosocialFactorsImpactingOutcomes Date HoursCourseTitleorOtherActivity:

D.RiskandResilience Date HoursCourseTitleorOtherActivity:

E. Observation,ScreeningandAssessment Date HoursCourseTitleorOtherActivity:

F. DiagnosisandIntervention Date HoursCourseTitleorOtherActivity:

StaffDevelopmentSkillBuildingPlan

EmployeeNameJobTitle Employee’sCoreProviderCategory:

AgencyNameSupervisorName

PlanPeriod:From//_ _to//_ KnowledgeDomain


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G.Interdisciplinary/MultidisciplinaryCollaboration

G.Interdisciplinary/MultidisciplinaryCollaboration Date HoursCourseTitleorOtherActivity:

H. Ethics Date HoursCourseTitleorOtherActivity:

Other Date Hours

early childhood social-emotional competencies...kaufmann, a publication of cmhs, samhsa, us dhhs,...

Documents