Improved Classroom and Child Outcomes through Mental Health Consultation in New York City Subsidized Early Care and Education Programs
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| Title: | Improved Classroom and Child Outcomes through Mental Health Consultation in New York City Subsidized Early Care and Education Programs |
|---|---|
| Language: | English |
| Authors: | Fatima Zahra Kadik (ORCID |
| Source: | Infant Mental Health Journal: Infancy and Early Childhood. 2025 46(5):604-614. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Mental Health, Early Childhood Education, Consultation Programs, Program Evaluation, Social Emotional Learning, Classroom Techniques, Student Behavior, Student Characteristics |
| Geographic Terms: | New York (New York) |
| DOI: | 10.1002/imhj.22026 |
| ISSN: | 0163-9641 1097-0355 |
| Abstract: | This paper describes the evaluation of one year of infant/early childhood mental health consultation (IECMHC) in subsidized early care and education settings provided by the New York City Early Childhood Mental Health Network. The evaluation examined direct and indirect outcomes of IECMHC including (1) improved classroom practices by ECE teachers, and (2) improved social, emotional, and behavioral outcomes among children in the classroom. The study also reviewed child attributes that might have moderated outcomes. An analysis using paired t-tests of pre-and post-assessment data found significant improvements over time in the classroom environment and management practices, as well as in teachers' perceptions of the degree of difficulty presented by children's classroom behaviors. There were significant improvements in protective factors and problem behaviors among the subset of 138 children who received assessments. Improvements were greater for Black/African American children and for all children with pre-assessment scores in the concern range. Males showed greater improvement in protective factors whereas females showed greater improvement in behavioral concerns. IECMHC is a powerful intervention to improve teachers' classroom management and their perceptions of children's behavior and is important in the context of biases that place marginalized groups at risk of punitive actions by teachers and administrators. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482978 |
| Database: | ERIC |
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| Abstract: | This paper describes the evaluation of one year of infant/early childhood mental health consultation (IECMHC) in subsidized early care and education settings provided by the New York City Early Childhood Mental Health Network. The evaluation examined direct and indirect outcomes of IECMHC including (1) improved classroom practices by ECE teachers, and (2) improved social, emotional, and behavioral outcomes among children in the classroom. The study also reviewed child attributes that might have moderated outcomes. An analysis using paired t-tests of pre-and post-assessment data found significant improvements over time in the classroom environment and management practices, as well as in teachers' perceptions of the degree of difficulty presented by children's classroom behaviors. There were significant improvements in protective factors and problem behaviors among the subset of 138 children who received assessments. Improvements were greater for Black/African American children and for all children with pre-assessment scores in the concern range. Males showed greater improvement in protective factors whereas females showed greater improvement in behavioral concerns. IECMHC is a powerful intervention to improve teachers' classroom management and their perceptions of children's behavior and is important in the context of biases that place marginalized groups at risk of punitive actions by teachers and administrators. |
|---|---|
| ISSN: | 0163-9641 1097-0355 |
| DOI: | 10.1002/imhj.22026 |
