A Qualitative Study of Center Director, Teacher, and Parent Input for Delivering a Virtual Early Childhood Mental Health Consultation Model in the Aftermath of COVID-19.
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| Title: | A Qualitative Study of Center Director, Teacher, and Parent Input for Delivering a Virtual Early Childhood Mental Health Consultation Model in the Aftermath of COVID-19. |
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| Authors: | St. George, Sara M.1 (AUTHOR) s.stgeorge@med.miami.edu, Howe, Elizabeth2,3 (AUTHOR), Velasquez, Carolina2 (AUTHOR), Iglesias, Anais2,4 (AUTHOR), Awojobi, Tomilola T.1 (AUTHOR), Agosto, Yaray2 (AUTHOR), Casas, Alejandra1 (AUTHOR), Bulotsky-Shearer, Rebecca J.3 (AUTHOR), Jent, Jason F.2 (AUTHOR), Natale, Ruby A.2 (AUTHOR) |
| Source: | Early Childhood Education Journal. Jan2026, Vol. 54 Issue 1, p399-411. 13p. |
| Subject Terms: | *COVID-19 pandemic, *Parent-teacher cooperation, *Social development, *Child development, Child mental health services, Ethnic groups, Digital technology, Financial aid |
| Abstract: | Given disruptions to early care and education following the COVID-19 pandemic, it is important to mitigate long-term impacts of the pandemic on child development among ethnic and racial minority children. Our team is implementing an early childhood mental health consultation (ECMHC) model, or a multi-tiered intervention to support young children's social-emotional development, that utilizes mental health consultants to deliver a virtual toolkit to ethnically and racially diverse early care and education centers. Understanding the perspectives and ongoing needs of center directors, teachers, and parents is critical to intervention delivery. Between February and April 2023, 18 participants (n = 6 center directors, n = 6 teachers, n = 6 parents) across 12 early childcare centers completed individual interviews in English or Spanish. We used a rapid qualitative analysis to generate four themes related to participants' perceived impact of COVID-19, including how it (1) exacerbated existing financial and administrative challenges, (2) increased their need for adaptability, (3) highlighted the importance of support for staff facing educational challenges during a public health emergency, and (4) highlighted the value of partnerships between parents and centers. We generated five additional themes specific to participants' ongoing needs and suggestions, including (1) increased financial support, (2) outside behavioral support, (3) enhanced center staff self-care, (4) balancing in-person interaction with planned virtual delivery, and (5) use of existing smartphone applications for communication with parents. In addition to informing adaptations to our model, including expanding upon program pillars (e.g., expanding our safety planning pillar to include financial safety via linkages to community resources), these data may be used to inform the delivery of other ECMHC programs for diverse populations. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191072486 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Qualitative Study of Center Director, Teacher, and Parent Input for Delivering a Virtual Early Childhood Mental Health Consultation Model in the Aftermath of COVID-19. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22St%2E+George%2C+Sara+M%2E%22">St. George, Sara M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> s.stgeorge@med.miami.edu</i><br /><searchLink fieldCode="AR" term="%22Howe%2C+Elizabeth%22">Howe, Elizabeth</searchLink><relatesTo>2,3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Velasquez%2C+Carolina%22">Velasquez, Carolina</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Iglesias%2C+Anais%22">Iglesias, Anais</searchLink><relatesTo>2,4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Awojobi%2C+Tomilola+T%2E%22">Awojobi, Tomilola T.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Agosto%2C+Yaray%22">Agosto, Yaray</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Casas%2C+Alejandra%22">Casas, Alejandra</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bulotsky-Shearer%2C+Rebecca+J%2E%22">Bulotsky-Shearer, Rebecca J.</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jent%2C+Jason+F%2E%22">Jent, Jason F.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Natale%2C+Ruby+A%2E%22">Natale, Ruby A.</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Jan2026, Vol. 54 Issue 1, p399-411. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Parent-teacher+cooperation%22">Parent-teacher cooperation</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+development%22">Social development</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br /><searchLink fieldCode="DE" term="%22Child+mental+health+services%22">Child mental health services</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+groups%22">Ethnic groups</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink><br /><searchLink fieldCode="DE" term="%22Financial+aid%22">Financial aid</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Given disruptions to early care and education following the COVID-19 pandemic, it is important to mitigate long-term impacts of the pandemic on child development among ethnic and racial minority children. Our team is implementing an early childhood mental health consultation (ECMHC) model, or a multi-tiered intervention to support young children's social-emotional development, that utilizes mental health consultants to deliver a virtual toolkit to ethnically and racially diverse early care and education centers. Understanding the perspectives and ongoing needs of center directors, teachers, and parents is critical to intervention delivery. Between February and April 2023, 18 participants (n = 6 center directors, n = 6 teachers, n = 6 parents) across 12 early childcare centers completed individual interviews in English or Spanish. We used a rapid qualitative analysis to generate four themes related to participants' perceived impact of COVID-19, including how it (1) exacerbated existing financial and administrative challenges, (2) increased their need for adaptability, (3) highlighted the importance of support for staff facing educational challenges during a public health emergency, and (4) highlighted the value of partnerships between parents and centers. We generated five additional themes specific to participants' ongoing needs and suggestions, including (1) increased financial support, (2) outside behavioral support, (3) enhanced center staff self-care, (4) balancing in-person interaction with planned virtual delivery, and (5) use of existing smartphone applications for communication with parents. In addition to informing adaptations to our model, including expanding upon program pillars (e.g., expanding our safety planning pillar to include financial safety via linkages to community resources), these data may be used to inform the delivery of other ECMHC programs for diverse populations. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191072486 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-024-01809-3 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 399 Subjects: – SubjectFull: COVID-19 pandemic Type: general – SubjectFull: Parent-teacher cooperation Type: general – SubjectFull: Social development Type: general – SubjectFull: Child development Type: general – SubjectFull: Child mental health services Type: general – SubjectFull: Ethnic groups Type: general – SubjectFull: Digital technology Type: general – SubjectFull: Financial aid Type: general Titles: – TitleFull: A Qualitative Study of Center Director, Teacher, and Parent Input for Delivering a Virtual Early Childhood Mental Health Consultation Model in the Aftermath of COVID-19. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: St. George, Sara M. – PersonEntity: Name: NameFull: Howe, Elizabeth – PersonEntity: Name: NameFull: Velasquez, Carolina – PersonEntity: Name: NameFull: Iglesias, Anais – PersonEntity: Name: NameFull: Awojobi, Tomilola T. – PersonEntity: Name: NameFull: Agosto, Yaray – PersonEntity: Name: NameFull: Casas, Alejandra – PersonEntity: Name: NameFull: Bulotsky-Shearer, Rebecca J. – PersonEntity: Name: NameFull: Jent, Jason F. – PersonEntity: Name: NameFull: Natale, Ruby A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10823301 Numbering: – Type: volume Value: 54 – Type: issue Value: 1 Titles: – TitleFull: Early Childhood Education Journal Type: main |
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