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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.
Authors: Kadik, Fatima Zahra (AUTHOR), Eng, Elleanor (AUTHOR), Pappas, Kristen (AUTHOR), Berger, Shirley (AUTHOR)
Source: Infant Mental Health Journal. Sep2025, Vol. 46 Issue 5, p604-614. 11p.
Subjects: Early childhood education, Educational outcomes, Behavior modification, Social development, Mental health counseling, Minorities, Teaching methods
Geographic Terms: New York (N.Y.)
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. [ABSTRACT FROM AUTHOR]
Copyright of Infant Mental Health Journal is the property of Wiley-Blackwell 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: Psychology and Behavioral Sciences Collection
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  Data: Improved classroom and child outcomes through mental health consultation in New York City subsidized early care and education programs.
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  Data: <searchLink fieldCode="AR" term="%22Kadik%2C+Fatima+Zahra%22">Kadik, Fatima Zahra</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Eng%2C+Elleanor%22">Eng, Elleanor</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pappas%2C+Kristen%22">Pappas, Kristen</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Berger%2C+Shirley%22">Berger, Shirley</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Infant+Mental+Health+Journal%22">Infant Mental Health Journal</searchLink>. Sep2025, Vol. 46 Issue 5, p604-614. 11p.
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  Data: <searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+modification%22">Behavior modification</searchLink><br /><searchLink fieldCode="DE" term="%22Social+development%22">Social development</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health+counseling%22">Mental health counseling</searchLink><br /><searchLink fieldCode="DE" term="%22Minorities%22">Minorities</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22New+York+%28N%2EY%2E%29%22">New York (N.Y.)</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Infant Mental Health Journal is the property of Wiley-Blackwell 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=pbh&AN=187859952
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1002/imhj.22026
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 11
        StartPage: 604
    Subjects:
      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Behavior modification
        Type: general
      – SubjectFull: Social development
        Type: general
      – SubjectFull: Mental health counseling
        Type: general
      – SubjectFull: Minorities
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: New York (N.Y.)
        Type: general
    Titles:
      – TitleFull: Improved classroom and child outcomes through mental health consultation in New York City subsidized early care and education programs.
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      – PersonEntity:
          Name:
            NameFull: Kadik, Fatima Zahra
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          Name:
            NameFull: Eng, Elleanor
      – PersonEntity:
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            NameFull: Pappas, Kristen
      – PersonEntity:
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            NameFull: Berger, Shirley
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            – D: 01
              M: 09
              Text: Sep2025
              Type: published
              Y: 2025
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              Value: 46
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