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Early childhood mental health consultation: care providers' experiences of the consultative relationship

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dc.contributor.authorKniegge, Krystal, author
dc.contributor.authorYuma, Paula, advisor
dc.contributor.authorMiles, Brenda, committee member
dc.contributor.authorBarrett, Karen, committee member
dc.date.accessioned2017-06-09T15:42:46Z
dc.date.available2018-06-30T15:42:46Z
dc.date.issued2017
dc.description.abstractThis study examines child care teachers' experiences receiving early childhood mental health consultation (ECMHC). Although there is substantial research demonstrating that ECMHC is an effective intervention in helping teachers better address challenging behaviors in their classroom and promote a more nurturing classroom environment, there has not been any published research to date investigating teachers' personal experiences receiving consultation. Considering that teachers are the primary focus of most ECMHC interventions, the purpose of this study was to examine child care teachers' personal experiences receiving consultation. Eight child care teachers were interviewed for this study, and data from these interviews were used to construct a theoretical model for how child care teachers experience consultation. Results from this study indicated that most teachers found consultation to be helpful in addressing challenges and promoting protective factors in child care. The most meaningful components of the consultative relationship as identified by participants were consistency, confidence in the confidentiality of consultation, and teachers' perception of consultants' positive emotional responsiveness. The most significant benefits identified by participants were: 1) having space to speak freely, 2) brainstorming in consultation, 3) processing personal concerns in consultation, 4) feeling validated as a teacher, 5) gaining additional knowledge and skills, and 6) growing in self-awareness. Challenges experienced within the consultative relationship included unmet expectations of receiving immediate feedback from consultants, wanting consultants to spend more time working directly with children, and dealing with inconsistency in consultation. These results indicate the most helpful components of consultation, and speak to the challenges that arose in consultation, providing consultants and researchers with valuable insight into how ECMHC affects child care teachers. By examining the helpful and challenging dynamics of consultation identified by child care teachers, consultants and researchers can consider ways to expand and improve future implementation of ECMHC.
dc.format.mediumborn digital
dc.format.mediummasters theses
dc.identifierKniegge_colostate_0053N_14123.pdf
dc.identifier.urihttp://hdl.handle.net/10217/181395
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectchild care
dc.subjectconsultative relationship
dc.subjectteachers
dc.subjectconsultation
dc.subjectchallenging behaviors
dc.subjectearly childhood mental health
dc.titleEarly childhood mental health consultation: care providers' experiences of the consultative relationship
dc.typeText
dcterms.embargo.expires2018-06-30
dcterms.embargo.terms2018-06-30
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineSocial Work
thesis.degree.grantorColorado State University
thesis.degree.levelMasters
thesis.degree.nameMaster of Social Work (M.S.W.)

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