Using Evidence to Enhance the Social Emotional and Behavioral Health of Young Children

Patrice Farquharson, EdD, Michelle Beauchesne, DNSc,RN,CPNP, Susan Yates, PNP, Penny Beauchemin, RN, Barbara Giangreco, LMFT, Gayle vanDijk, MEd, & Patrick Adams, MS

West Haven Child Development Center, Inc. and Post University, CT

Purpose

Statement of Problem

Setting Findings

Members of the Team

Methodology

Results

Clinical Implications

Acknowledgements

To describe a multidisciplinary behavioral health team approach used to foster social emotional competence in preschool age children using evidence based guidelines and interventions.

Young infants and children need an optimal physical and emotional environment conducive to develop healthy social emotional behaviors. Statistics indicate 61% of all children less than 5 years of age receive non-parental childcare outside the home setting (HRSA, 2010). It is imperative that these children have the opportunity to grow and develop fully wherever they receive care.

West Haven Child Development Center is a non-profit corporation that provides a variety of educational programs for West Haven children ages 6 weeks to 5 years, including a full day preschool and program for special needs children.

•Results indicated the curricular design was successful in identification of children at risk and improved communication between teaching staff, families and administration. Strategies implemented were found to improve staff resilience and enabled the team to modify classrooms and center environment accordingly. Teachers and childcare staff reported increased sense of support and guidance in the application of new skills and knowledge through the developed action plans.

The curricular design utilized was based on the Teaching Pyramid (Vanderbilt Kennedy Center 2010). The KYSS Guidelines (NAPNAP 2006) and the American Academy of Pediatrics Mental Health Toolkit (2010) were used to identify children at risk. Classroom action plans were then developed and implemented. Key social emotional skills needed by this age group were measured pre and post intervention. Pre and posttest of teaching staff’s understanding of this topic were completed. Data were analyzed using both qualitative and quantitative analysis.

•Pediatric Nurse Practitioner •School Nurse•Healthcare Consultant•Educational Consultant

A curriculum based upon the Vanderbilt Teaching Pyramid was developed integrating the results of pre and post screening to address the social/emotional/behavioral needs of each child. A center wide behavioral support plan was integrated into center policy.

Key Social Emotional Skills Children Need as They Enter

School•Confidence•Capacity to develop good relationships with peers and adults•Concentration and persistence on challenging tasks•Ability to effectively communicate emotions•Ability to listen to instructions and be attentive•Ability to solve social problems

Julia Berndt, Meghan Eaton, Maeve Sugameli, & Lauren Wilson, Yale University NP Students for assistance in poster design. Funding by the CT Department of Education & the CT Department of Children and Families Early Intervention Unit

Individual Intensive

Intervention

Social Emotional Teaching

Strategies

Designing Supportive Environments

Building Positive Relationships

The Teaching Pyramid (Center on the Social Emotional Foundations for Early Learning; www.vanderbilt.edu/sefel)

•Teachers •Social Worker•Behavioral/Mental Health consultant

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