Through relationship building and collaboration, Infant and Early Childhood Mental Health Consultation (IECMHC) aims to increase early childhood professionals’ capacity to promote children's mental health and reduce the use of exclusionary discipline practices. We conducted a three-year pilot study of a cross-system, embedded model of IECMHC to address gaps in the literature regarding provider and classroom outcomes. Using a matched-comparison group design, the study examined differences between staff in intervention and comparison programs in their ability to create classroom climates that promote children's social and emotional development and explored factors associated with classroom climates. A sample of 120 teachers participated in surveys over a 21-month implementation period. A subsample of teachers participated in classroom observations ( = 28) using the Climate of Healthy Interactions for Learning & Development (CHILD) tool (Reyes & Gilliam, 2017) and semi-structured interviews ( = 30). Regression analyses revealed a significant relationship between the intervention and classroom climate in two domains, and . Interview data supported these findings and provided further evidence of changes in teacher attitudes and behaviors. We conclude that teachers who received the IECMHC model showed improved ability to establish certain aspects of healthy social and emotional classroom climates. We also recommend further study of this model using matched-comparison group designs and direct observations of teacher practice.

中文翻译：

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通过婴儿和幼儿心理健康咨询，在幼儿课堂中培养健康的社会和情感氛围

通过建立关系和协作，婴幼儿心理健康咨询 (IECMHC) 旨在提高幼儿专业人员促进儿童心理健康并减少排斥性纪律做法的能力。我们对 IECMHC 的跨系统嵌入式模型进行了为期三年的试点研究，以解决有关提供者和课堂成果的文献中的空白。该研究采用匹配比较组设计，考察了参与干预和比较项目的工作人员在创造促进儿童社交和情感发展的课堂氛围的能力方面的差异，并探讨了与课堂氛围相关的因素。 120 名教师样本参与了为期 21 个月的调查。一部分教师使用学习与发展健康互动氛围 (CHILD) 工具 (Reyes & Gilliam, 2017) 和半结构化访谈 (= 30) 参与课堂观察 (= 28)。回归分析揭示了两个领域的干预和课堂气氛之间的显着关系，并且。访谈数据支持了这些发现，并提供了教师态度和行为变化的进一步证据。我们得出的结论是，接受 IECMHC 模型的教师在建立健康的社交和情感课堂气氛的某些方面的能力有所提高。我们还建议使用匹配比较组设计和对教师实践的直接观察来进一步研究该模型。